| dc.description.abstract | The problem of activation and integration among university professors around the field of
study named “environment protection” was particularly important in the early 90s of the last
century due to the initiated socio-political changes and related higher education reform. The
integration took on the nature of cyclical, annual national methodology conferences entitled
“Protection of environment studies at the universities” (Wrocław, 1993, 2003, 2013, Cracow,
1994, 2004, Opole, 1995, 2007, Warsaw, 1996, 2006, 2011, Poznań, 1997, 2005, Gdańsk,
1998, Lublin, 1999, Toruń, 2000, Johannesburg, 2001, Olsztyn, 2002, Białystok, 2008, Zielona
Góra, 2009, Katowice, 2010, Kielce, 2012). The new interdisciplinary field of study, entered
on the ministerial list of courses in 1992, did not have a corresponding research discipline or
relation to the tradition of education. The conference has become an important forum for the
exchange of experiences and common understanding. The leading theme, which to this day
is the subject of much debate and controversy, both at home and abroad, was the problem
of multi- and interdisciplinary environment study, the course which is at the crossroads
of many scientific areas. After twenty years of experiences, we ask the question, what we
have achieved in the formulated goals of education, the structure of degree programs,
developed teaching material, method and learning outcomes. The most important effects
of the integration of domestic and international comparability of education programs are
a relatively short period of implementation of ECTS, developing criteria and standards for the
accreditation of UKA and PKA, the active participation of experts in accreditation procedures
and the development of the area of learning outcomes. In practice, for those who manage it
meant the ease of learning and the implementation of good academic practice.
The challenge of interdisciplinarity in environmental education is the creation of a new
legal situation of “environmental protection” discipline in two areas: life sciences and
chemical sciences. This challenge can be summarized in the question: will the logic of
further development be the loss of awareness of the need of interdisciplinary environmental
protection? New challenges should act as an incentive to continue the tradition of regular
meetings of the younger generation, who is responsible for the future of education in this
increasingly important social field. | en_EN |
