ПРИНЦИПЪТ НА ПРИРОДОСЪОБРАЗНОСТ В ТЕОРИЯТА НА ВЪЗПИТАНИЕТО: ПРОЕКТНО БАЗИРАНО ОБУЧЕНИЕ И ПРИЛОЖЕНИЕ НА АВТОРСКИ МЕТОД ЗА ФОРМИРАНЕ НА ЕКОЛОГИЧНА ОСЪЗНАТОСТ И СПРАВЯНЕ С ЕКОТРЕВОЖНОСТТА В НАЧАЛНОТО УЧИЛИЩЕ
THE PRINCIPLE OF NATURE-CONFORMITY IN THE THEORY OF UPBRINGING: PROJECT-BASED LEARNING AND THE APPLICATION OF AN AUTHORIAL METHOD FOR THE FORMATION OF ECOLOGICAL AWARENESS AND COPING WITH ECO-ANXIETY IN PRIMARY SCHOOL

Summary/Abstract: Eco-anxiety, defined as a feeling of fear and helplessness in the face of ecological changes, represents an increasingly pressing challenge in pedagogical practice. Addressing this issue requires an educational framework capable of fostering sustainable and responsible attitudes towards nature among students. In this context, Dr. Avi Abner has developed the “Pedagogy of Sustainable Ecological Awareness” (PSEA) method, which combines the principle of harmony with nature, project-based learning, and pedagogical strategies aimed at supporting the cognitive, emotional, and social development of students. The model is structured into five main stages: experiential awareness, identification and transformation of fears, creative action, social integration, and reflection. The experimental implementation of the method, conducted under the guidance of art education expert Mr. Svilen Genov, involved students from the third and fourth grades. These students participated in role-playing, creative projects, and interactive activities, which guided them towards understanding their impact on the environment and cultivating ecological empathy. In the first stage, students establish an emotional connection with nature through role-playing and literary texts, which provides a foundation for ecological sensitivity. During the second stage, they identify and categorise their fears through drawing and interactive activities, redirecting their anxiety into proactive engagement. The third stage focuses on creative projects, such as designing the character "Zelenko," through which students transform their fears into actionable solutions to address ecological problems. The fourth and fifth stages emphasise social engagement and the sustainable development of new ecological attitudes. The results demonstrate a significant reduction in anxiety levels and an increased motivation for environmentally responsible behaviour. The PSEA method proves its practical applicability, combining theoretical foundations with innovative strategies, and offers a sustainable approach to fostering ecological awareness among students

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