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The article scientifically substantiates the cultural and creative concept of additional environmental education, as a methodological basis for the formation and development of environmental and social responsibility, which involves the development of four levels of value orientations of students: reproductive, heuristic, creative. The concept is aimed at the formation of the individual activity of students in solving environmental problems on the basis of social, scientific and aesthetic axiological systems that determine the content of ecological-biotechnical, ecological-research, ecological-aesthetic activities. The main result of the implementation of this concept is the ability of students to plan their activities for the study, preservation and creative transformation of the environment independently, using traditional and immersive technologies. Scientists have designed a cultural and creative system of additional environmental education for students using immersive learning technologies, which is considered as a tool for the development of environmental and social responsibility of society. The article presents the results of an experimental test of the effectiveness of the cultural and creative system of additional environmental education using traditional and immersive learning technologies, which has shown the high effectiveness of the influence of innovative forms, means and methods of additional environmental education in the formation of environmental value orientations of students. |
