The traditional educational paradigm is increasingly giving way to active learning and the various possibilities for its application, which methodological basis is constructivism. They are all part of integrative learning, expressed in the creation of sustainable interdisciplinary connections. Constructivism is associated with key competencies for lifelong learning, necessary for ensuring a sustainable and adaptable to changes educational environment. This in turn requires a change in the teaching model and the application of technologies and approaches adjusted to these changes in the learning process. Part of these methods, that are successfully applied in problem-based, ecological education is project-based, and cooperative learning.

The present study is part of a didactic experiment, which aims at establishing the application and effectiveness of the school debate, as an interactive method of teaching in Biology and Health Education in XII grade in order to form an environmental culture among students. The application of school debate as a part of interactive methods corresponding to the objectives of environmental education and upbringing of a selected methodological unit of the ‘Sustainable development - strategy for preserving life on Earth’ is presented, and options for its application in a specific stage of the macro structure of the lesson are proposed. The results of a questionnaire, conducted with students to explore their opinions on the application of the debate as a teaching method, are presented. The analysis of the results shows that students are motivated to actively engage in the process of learning Biology and Health Education, accept the debate as an interactive form of learning because they believe that it increases their environmental awareness and develops key skills such as, critical thinking; skills to support sustainable development; teamwork; making decisions on various environmental topics; improves the ability to analyze and evaluate the relationship between man-society-nature.

The contemporary trends of globalization and enhanced international cooperation, as well as the aim at building a knowledge-based society, have put higher education institutions in an ever-increasing public interest. The fast-developing digitalization, the implementation of artificial intelligence and especially the generational characteristics of the learners determine the need for new approaches in teaching and learning tailored to individual needs. One of them is the competence approach, which represents one of the leading pedagogical concepts of the 21st century and is the basis for the formation of ecological competence. Its application in pedagogical practice is a serious challenge for both teachers and students – future Biology teachers. The article analyses on a structural and functional basis the components of environmental competence. A theoretical model for the formation of ecological competence in the discipline “Forms and methods of ecological education and upbringing in Biology education”, included in the curriculum of Master degree students is presented. The model is aimed at updating the vision of the learning process in the relevant discipline, the main part of which is environmental education.

Objective: The study aimed to establish the level of knowledge in the field of general zoology among adolescents, with a view to the protection of wildlife. Theoretical Framework: The research was based on the objectives of training in the disciplin “Biology and Health Education” in the relevant school grades. It was assumed that knowledge in general zoology forms an essential basis for understanding biodiversity and the need for its protection. Method: Questionnaires were designed based on the biology curriculum objectives. The survey involved students from eighth to twelfth grades in schools in Shumen, Razgrad, and Smyadovo during the 2024/2025 academic year, with a total of 1075 participants. Schools were grouped by biology teaching intensity (extended or regular programs) and statistical analysis was conducted to compare knowledge levels between the groups. Results and Discussion: The analysis showed that students with more intensive biology training had higher zoological knowledge than those with standard curriculum. Low knowledge on some key topics was observed, indicating insufficient integration of core concepts. This could represent a factor which impacts students’ attitudes toward wildlife conservation. Research Implications: The study provided original empirical data. The findings emphasize the need to strengthen zoological content in biology education to improve knowledge concerning biodiversity among adolescents. Identifying knowledge gaps offers valuable guidance for curriculum development and environmental education. Originality/Value: This study contributed original empirical evidence on adolescents’ zoological knowledge in Bulgarian schools. It pointed out differences between students recieving intensive and standard biology training and highlighted key knowledge gaps that affected biodiversity understanding. The findings offered practical insights for improving education programs and promoting of wildlife conservation awareness.

Education is defined as a major tool for raising awareness of the principles and functions of sustainable development. The problem of sustainable development, environmental and health education is subject to standards defining both content parameters in subject areas, overlapping integral fields, and options for implementation in pedagogical practice. The article presents an analysis of the problem of climate and energy efficiency, which is present only implicitly within the State educational standard for general education and curricula within the framework of the key competence common to all subjects - skills to support sustainable development and healthy lifestyle and sport.

In recent years, research related to critical thinking has increased significantly. The new educational paradigm emphasizes the development of 21st-century skills, one of which is critical thinking, declaring it a fundamental skill for learning in the 21st century. Critical thinking is a set of skills that need to be integrated into all disciplines so that students can become aware of their own thought processes, make informed decisions about their future development, and take responsibility for the consequences of their actions. The biology curriculum provides students with this opportunity by placing them in situations where they have to solve biological, environmental, and health problems, propose solutions, analyze, and become aware of their actions. The article presents the application of a three-stage model “I know – I want to know – I learned for the development of critical thinking in the study of the topic “Type of Molluscs” in Biology and Health Education in 7th grade.