Asmar Neymat Ahmadli

FORMATION OF THE ECOLOGICAL FOOTPRINT CONCEPT IN BIOLOGY EDUCATION

Abstract. This article examines the integration of the ecological footprint concept into the teaching of biology in general education schools. The purpose of the study is to identify the impact of ecological footprint education on the development of environmental literacy and responsible behavior among students within the Biology curriculum. The article presents the origins of ecological problems, the definition and structure of the ecological footprint, its areas of application, and its theoretical basis in education. An analysis of the 7th–9th grade Biology curriculum reveals the potential for integrating the ecological footprint into topics such as ecosystems, nutrient cycles, photosynthesis, carbon emissions, and human impacts on the environment. The results demonstrate that incorporating the ecological footprint into biology instruction significantly strengthens students’ critical thinking, responsible decision-making, and sustainable lifestyle practices.

Keywords: ecological footprint, environmental literacy, biology curriculum, ecosystems, sustainable development