Diagnostics of the level of formation of the cognitive and praxeological component of socio-ecological competence of students

in the context of global environmental challenges and the transformation of vocational education, the formation of socio-ecological competence of students is of particular importance. By socio-ecological competence (SEC) of a student, we mean an integrated personal quality based on a set of knowledge about nature and society, allowing for social activities to preserve the environment, conditioned by the system of his spiritual and moral values. The following components are identified in the structure of socio-ecological competence: cognitive, axiological, and praxeological. This article discusses two components of the SEC: cognitive, praxeological. In this regard, the purpose of this article is to study the level of formation of the cognitive and praxeological components of socio-ecological competence (SEC) of students. To achieve this goal, diagnostic methods were used: the method of diagnosing the level of ecological culture according to S.S. Kashlev and S.N. Glazachev, which was used to determine the level of environmental knowledge, the method of diagnosing the creative activity of students M.I. Rozhkov, Yu.S. Tyunnikov. Based on the results, the following conclusions are formulated: the cognitive component reflecting theoretical training demonstrates a more pronounced integration of knowledge in the control group, while in the experimental group there is a fragmented understanding of environmental processes and their interrelations with human activity; the praxeological component characterizing the ability to apply environmental knowledge in practice remains underdeveloped in both groups, indicating the systemic gap between theoretical training and the implementation of acquired competencies in real conditions. Thus, the synergy of the components is the key to the formation of an integrated SEC. The cognitive basis without praxeological realization remains abstract, and practical actions without a theoretical foundation are ineffective.

socio-ecological competence (SEC), cognitive component, praxeological component, ecological knowledge, creative activity, interrelation of nature and society