This article will determine the effectiveness of the activity research program in improving students' critical thinking skills, as well as in the formation of environmental knowledge, and analyze the advantages of traditional education in comparison with the general education program. The article explores that field events, large-scale actions with projects carried out within the framework of metep, contribute not only to increasing the activity of students, but also to replenishing knowledge, stimulate the formation of culture along with environmental knowledge.

It is discussed that the basic principles of the teaching methodology proposed as a result of the study contribute to the cognition of students, focusing on the socio-critical analysis of the deepening of their knowledge. In order to obtain high-quality data, the research groups discussed the results for 3 months with the conduct of the study within the framework of the action research program. Many types of student-centered learning methods, as well as student-centered learning and their collaborative activities, have contributed to improving the environmental literacy of students in the research group. Based on the quantitative data after the study, it was shown that the students of the research group actively participate in activities and are interested in solving environmental problems, the activity study showed that the model is effective in improving the environmental functional literacy of students.

Summing up, it is investigated whether the development of students' critical thinking affects the improvement of their level of knowledge. Experience, all the strategies used, which differ from the traditional form of education, allow teachers to expand the field of environmental education.