The dissertation is devoted to the urgent problem of formation of ecological-creative competence of students in higher education. The thesis revealed the theoretical and methodological foundations of ecological training of university students in a competency based educational paradigm approaches (competence, axiological, cultural, activity, system, which include the study of the phenomenon under study as a complex system of eco-creative potential of students) with the use of the principles (fundamental, congruence (self-identity), creativity, continuity, regularity and consistency, the synergies, Holistic, the synergies of environmental knowledge, predictability, interdisciplinary, practical orientation), means and methods of the information society, based on sustainable development. The pedagogical conditions of formation of ecological and creative competence of students in higher education are defined and justified. The necessity of training in the educational process more quickly and efficiently implements the natural creative an innovative approach to understanding students a significant array of interdisciplinary knowledge. The student determines the personal role in the specially designed learning environment, and the teacher can examine his achievements more productively and accurately, reducing the share of non-productive storage in the learning process. Other interactive methods of teaching information and training methods of learning scenario should be used that helps to activate the processes of self-organization of professional students. Increase of formation of ecological and creative competencies in students is provided by the developed model of environmental training in higher educational institutions of III-IV levels of accreditation based on the consistency between the proposed and the relationship to the study of environmental sciences, taking into account the direction of realism, pragmatism, existentialism, ethics, responsibility for the activities, and spiritual needs personality. Assimilation of knowledge should take place not in the form of a monologue, but dialogue and polylogue, which provides public access to environmental information (past, current, projected). Psychological and pedagogical tools proved the effectiveness of the proposed model of environmental training.
