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The article studies the process of formation of students’ ecological consciousness on the basis of reflective technologies. The content of the concepts of “reflection” and “nvironmental consciousness” is clarified and concretized. The main theoretical approaches to the formation of ecological consciousness of university students are revealed. The views of domestic and foreign teachers on the problem of using reflective technologies in the process of forming the ecological consciousness of a person are analyzed. Reflection is considered as one of the main components of creativity, as a result of which the student becomes the object of creative action for himself. On the basis of reflection, his self-development, the formation of his life path and the development of his consciousness take place. Based on this, when working with students with a low level of reflection, it is necessary to apply tasks based on co-creative reflective technologies of an ecological orientation, which will lead to an increase in the level of reflection and environmental awareness.

The article deals with the actual problem of environmental education and upbringing of children of primary school age. The results of a study conducted with the aim of studying the influence of information and communication technologies on the effective assimilation of knowledge about the world around by younger students, the education of respect for nature are presented. In the course of the pedagogical experiment, the hypothesis was tested that the use of various elements of information and communication technologies in the lessons of knowledge of the surrounding world will contribute to a better assimilation of natural history knowledge, skills and abilities and the formation of qualities of respect for nature in younger students. The results of testing conducted in the experimental and control groups at the ascertaining stage showed: there are certain gaps in the natural history knowledge of students; the degree of their interest in the subject “World around” is not high enough. The results of the questioning of teachers showed that information and communication technologies are rarely used at the lessons of knowledge of the surrounding world in the third grade.