Our research article presents methods for organizing extracurricular activities in the
implementation of the regional component in biology education. During the study, we examined the
content of the regional component and conducted a theoretical analysis of the works of domestic
and foreign scholars and educators.
Local history activities not only fulfill educational, developmental, and pedagogical objectives
but also contribute to the formation of students’ ecological culture and the promotion of a healthy
lifestyle. Additionally, this approach facilitates the regionalization and environmentalization of the
educational process, as well as the implementation of competence-based learning principles. It
expands students’ practical experience in nature conservation and finding solutions to pressing
environmental issues in their region, creating opportunities for their intellectual and physical self
expression.
Integrating the regional component into the professional training of future specialists enhances
the quality of national education and its connection with local materials. Thus, regardless of their
place of residence, every citizen gains the opportunity to study within the framework of a specific
regional socio-cultural environment, taking into account their individual characteristics and
abilities.
The primary goal of this component is to familiarize the younger generation with the material
and spiritual values of the Kazakh people, study and reintegrate forgotten elements of traditional
culture into the educational process. Scientific local history aims to uncover new information by
studying the natural features of the region. Since its implementation is a complex process, it
requires systematic work not only in classrooms but also through extracurricular activities and field
research.
Currently, the issue of diversifying the content of school curricula while considering regional,
national, and ethnocultural characteristics remains relevant. However, the scientific and
methodological support for this diversification is still insufficient. In particular, curricula should be
designed with consideration of the region’s unique geographical and climatic conditions.
In this context, the study demonstrates the effectiveness of using games, excursions, laboratory,
and practical work in helping students explore the flora and fauna of their native land.