Aim. The article provides a new solution to the problem of the formation of sustainable development competencies in primary school students. The objective of the article is to substantiate the method of forming sustainable development competencies in primary school students and to reflect it in the model.Methods. The main research methods are observation, test, interview, questionnaire, analysis of media works, expert evaluation, and pedagogical experiment. A set of diagnostic tools has been specified.Results and Conclusions. The efficiency of the developed technique has been proved with the results obtained from the experiment: the partnership of teachers, students and parents contributes to sustainability competencies formation; implementation of common areas of media education and education for sustainable development evidenced to feasibility of the research, namely: education in legal, economic aspects, creation of media products with a projection to sustainable development, learning critical perception of mass media information, sustainability goals orientation. Due to the introduction of the experimental methodology, the number of students with high (12.07%) and satisfactory (14.65%) levels of the key competencies in the field of sustainable development increased against the background of a decrease in the number of respondents with sufficient (12.93%) and low (13.79%) levels.Originality. Emphasis is placed on the features of the designed methodology: application of partnership pedagogy and pedagogy of empowerment, integration of education for sustainable development with media education, compliance with a number of pedagogical conditions, forms and methods.

中文翻译：

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小学生可持续发展能力的形成

目标。文章为小学生可持续发展能力的形成问题提供了新的解决方案。本文旨在论证小学生可持续发展能力形成的方法，并在模型中体现出来。方法。主要研究方法有观察法、测试法、访谈法、问卷调查法、媒体作品分析法、专家评价法和教学实验法。已经指定了一组诊断工具。结果和结论。实验结果证明了所开发技术的有效性：教师、学生和家长的合作有助于形成可持续性能力；媒体教育和可持续发展教育的共同领域的实施证明了研究的可行性，即：法律、经济方面的教育，创建具有可持续发展预测的媒体产品，学习对大众媒体信息的批判性认识，可持续性目标导向. 由于实验方法学的引入，在可持续发展领域关键能力水平高（12.07%）和满意（14.65%）的学生数量增加的情况下，在足够的受访者数量减少的情况下(12.93%) 和低 (13.79%) 水平。原创性。重点放在设计方法的特点：伙伴关系教学法和赋权教学法的应用，