Aim. Edification of pedagological conditions, which will not only ensure the assimilation of environmental knowledge but also form stable value‐based assets that motivate students to actively participate in solving environmental problems.In the course of the study, an integrated approach was used, combining theoretical analysis and practical methods for studying the formation of environmental consciousness among students. The work was based on a deep analysis of scientific literature on pedagogy, environmental education and psychology. The main tool was a survey, which included several types of questions. An important component was the holding of competitions of environmental projects focused on the use of secondary raw materials of the textile industry.A qualitative analysis of the data obtained revealed several key factors contributing to the formation of environmental consciousness. Firstly, an important role is played by the possibility of applying knowledge in practice. Secondly, group work has a significant impact that allows discussing environmental problems and looking for solutions together. Thirdly, as the study showed, direct contact with natural objects significantly enhances the emotional involvement of students. The results indicate that the combination of theoretical preparation with practical activities creates optimal conditions for the development of environmental consciousness.The study confirmed that the formation of environmental consciousness is an important component of the professional training of a modern specialist. The methods and recommendations developed can be used to improve educational programs in higher education. Further work in this direction will contribute to the preparation of a new generation of professionals with not only special knowledge but also a formed environmental culture, which is especially important in the context of modern global challenges.