Abstract:

In an ever-changing world, all European citizens should have the necessary knowledge, skills and attitudes to understand and cope with the challenges and complexities of modern life, taking due account of environmental, social, cultural and economic consequences, and assuming their responsibilities globally.
Education plays a fundamental role in the formation of various competences, including that of supporting sustainable development, and is a fundamental tool in changing attitudes towards the environment from the standpoint of international strategies and solutions for sustainable future.
Education for sustainable development (ESD) becomes a priority in the deepening anthropological crisis. It is education for personal and social development that includes the environmental, social and economic dimensions of development. It integrates environmental, health and civic education into one whole and emphasizes life itself.
Expert analysis on education for sustainable development in Bulgarian lower secondary schools shows that:
1) there is still a lack of realized good models of effective education on the problems of sustainable development.
2) there is insufficient cooperation not only between educational institutions, but also between all other institutions on ESD issues;
3) opportunities to solve these problems are provided by the support for ESD from the Ministry of Education and Culture and the Ministry of Education and Culture. However, targeted activity is needed for high motivation of students to participate in ESD activities, interest in increasing the qualifications of ESD teachers, funding programs for foreign organizations related to EC and ESD.
This article examines the importance of developing competence to support sustainable development in science education at the lower secondary level. Science education has a key role in preparing students to understand and solve problems related to the sustainable development of the planet.
Attention is paid to the specifics of the formation of this competence in the study of some natural sciences as biology, chemistry and physics. They are related to the learning content of scientific knowledge and understanding of some environmental processes, skills to analyze and evaluate environmental problems, critical thinking and responsible behavior and values related to the environmental conservation.
The article offers specific approaches and methods for the formation of these competencies. This may include the use of hands-on laboratory exercises, field studies, collaboration with local communities and external experts, as well as the use of modern technologies and resources that are relevant to sustainable development.
Some challenges for teachers and students related to the formation of competence to support sustainable development are also considered. These are usually related to a lack of teaching resources, students' uncertainty in applying scientific concepts to real-life situations, and limitations related to curricula and assessment.
In conclusion, the article motivates the need for the formation of competences to support sustainable development in science education at the junior high school level. Guidelines and challenges for the successful realization of this goal are provided, which can help teachers and educational institutions to improve science education and prepare students for a sustainable future.

Keywords:

Education for sustainable development, students' competences, biology education.