FORMING MOTIVES AND MODIFYING THE CONTENT OF EDUCATIONAL TASKS BASED ON “ECOLOGY–ECONOMY–PRODUCTION” SKILLS

Abstract

This article examines the theoretical and methodological foundations of forming student motivation through the integrated “Ecology–Economy–Production” (EEP) competency framework, and investigates strategies for modifying the content of educational tasks within this interdisciplinary paradigm. Drawing on constructivist learning theory, problem-based pedagogy, and sustainable development education research, the study argues that aligning educational task design with real-world ecological, economic, and industrial contexts substantially enhances intrinsic motivation, deepens conceptual understanding, and develops transferable professional competencies. The article proposes a structured model for task modification encompassing contextualisation, complexity gradation, collaborative inquiry, and reflective assessment components. Empirical observations and illustrative case examples from secondary and higher education settings in Uzbekistan support the proposed framework. The findings suggest that EEP-integrated task modification not only advances cognitive learning outcomes but also cultivates ecological responsibility and economic literacy — qualities increasingly demanded by contemporary labour markets.