The dissertation study provides a solution to the current scientific problem of determining, substantiating, and experimentally testing learning conditions for the
purposeful formation of environmental competence of bachelors of navigation to improve the quality of their environmental training in institutions of higher education
of a maritime profile. In the conditions of the aggression of the Russian Federation against Ukraine and its attempts to change the geopolitical and economic situation in
the world, the tendency of domestic maritime policy is the dynamic development of water transport, in particular sea transport. Naturally, the efficiency of commercial
shipping and sea transport significantly affects the sustainable development, economic and energy independence of our country, and its integration into the European and
world economic space. The situation is also actualized by the fact that today Ukraine is one of the leaders in the shipping supply.
The scientific novelty of the obtained results is that for the first time: the learning conditions for the formation of environmental competence of
bachelors of navigation were defined, substantiated and experimentally verified (the use of interactive learning technologies in the mastery of ecologically oriented
disciplines; the formation of positive motivation of students for ecologically oriented professional activities on sea vessels; the environmentalcontent of professional training
disciplines; the use of additional forms of training organization (electives, special courses, studios, circles, etc.) in the development of environmental knowledge of
bachelors of navigation); the methodological basis for their provision is determined by the unity of competence, system, person-oriented, activity, environmental, cultural, and
axiological requirements; integration, etc. approaches; a model of the formation of environmental competence of bachelors of shipping was developed, which reflects the
project of the researched process in the unity of the methodological, target, subject; content-technological and diagnostic-corrective blocks; a step-by-step methodology
for the purposeful formation of environmental competence of bachelors of navigation has been developed, which is a didactically balanced system in which the mastery of
classic environmental knowledge is combined with the mastering of professional environmental knowledge by students in the course of mastering the disciplines of
professional training, and the acquisition of experience in the protection of the marine environment during industrial practices;
the diagnostic toolkit for assessing the levels of environmental competence of bachelors of navigation has been improved by the developed criteria:
motivational (determines the need of the future sailor in environmental protection activities); cognitive (determines the formation of the system of classic environmental
knowledge and the level of mastery of the future master of the rules of safe navigation); activity (determines the environmentally safe behavior of the student in everyday life,
during practice on a ship, the student's possession of environmental protection skills); reflexive (diagnoses the ability of the student of maritime education to reflect on his
own production and household activities from the point of view of compliance with the principles of sustainable development, evaluation of environmentally safe activities of
others);
− the content of the concept of “environmental competence of a bachelor of navigation”.
The practical significance of the obtained research results lies in the development and implementation in the educational process of marine higher education institutions
of the digital educational and methodological complex “Environmental competence of bachelors of navigation”, which includes: a collection of tasks from the educational
component “Prevention of pollution of the marine environment”; the work program of the discipline “Prevention of pollution of the marine environment”; practice-oriented
tasks, tests; methodological recommendations on the formation of environmental competence of bachelors of navigation in the process of professional training and taritime Organization (IMO) and has signed the main international regulatory acts on maritime safety.
