{"id":12690,"date":"2026-10-22T10:21:07","date_gmt":"2026-10-22T10:21:07","guid":{"rendered":"https:\/\/dpir.am\/?p=12690"},"modified":"2026-10-22T10:21:08","modified_gmt":"2026-10-22T10:21:08","slug":"an-environmental-project-in-the-author-educational-program","status":"publish","type":"post","link":"https:\/\/dpir.am\/?p=12690&lang=en","title":{"rendered":"An Environmental Project in the Author Educational Program"},"content":{"rendered":"\n<p class=\"has-medium-font-size wp-block-paragraph\"><a href=\"https:\/\/dpir.am\/?cat=139\" data-type=\"link\" data-id=\"https:\/\/dpir.am\/?cat=139\">Emanuel Agjoyan<\/a><\/p>\n\n\n\n<p class=\"has-medium-font-size wp-block-paragraph\">The &#8220;Sebastia&#8221; educational network (hereinafter referred to as the educational network) is an educational platform that organizes educational ties and cooperation between the &#8220;Mkhitar Sebastatsi&#8221; Educational Complex and its partner educational institutions. Its activities are coordinated by the educators of the &#8220;Mkhitar Sebastatsi&#8221; Educational Complex.<\/p>\n\n\n\n<p class=\"has-medium-font-size wp-block-paragraph\">The goals of the network&#8217;s activities are to spread the author&#8217;s educational programs implemented at the Educational Complex, organize various educational camps, carry out educational-cultural expeditions, and organize joint educational projects.<\/p>\n\n\n\n<p class=\"has-medium-font-size wp-block-paragraph\">The main directions of the educational network&#8217;s activities are:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li class=\"has-medium-font-size\"><strong>Spreading the author&#8217;s educational programs<\/strong> and exchanging experience<\/li>\n\n\n\n<li class=\"has-medium-font-size\"><strong>Organizing annual open reviews<\/strong> (festivals)<\/li>\n\n\n\n<li class=\"has-medium-font-size\"><strong>Organizing military-sports and regional studies camps<\/strong><\/li>\n\n\n\n<li class=\"has-medium-font-size\"><strong>Implementing joint educational projects<\/strong><\/li>\n\n\n\n<li class=\"has-medium-font-size\"><strong>Spreading music education<\/strong> through concerts by the ensembles operating at the Educational Complex<\/li>\n\n\n\n<li class=\"has-medium-font-size\"><strong>Environmental activity<\/strong> as a general education program<\/li>\n<\/ul>\n\n\n\n<p class=\"has-medium-font-size wp-block-paragraph\">Summarizing the necessity of ecological education and the steps aimed at its implementation, as well as reaffirming the attractiveness and efficiency of open-air classes in the lap of nature, jointly implemented ecological projects and general environmental activities gain the highest importance in the process of the educational network&#8217;s establishment and development.<\/p>\n\n\n\n<p class=\"has-medium-font-size wp-block-paragraph\">In this regard, the large-scale educational project &#8220;The River in the Community&#8221; can be viewed as a continuous and evolving initiative, using the Hrazdan River as an example. Summing up the experience, achievements, and shortcomings accumulated over the previous years, while remaining faithful to the principles of network education, we present a new direction for &#8220;The River in the Community&#8221; educational project. This time, it will encompass the Amberd River and the villages located along its banks.<\/p>\n\n\n\n<p class=\"has-medium-font-size wp-block-paragraph\">Like most rivers in Armenia, the Amberd is a typical mountain river characterized by its short length, steep decline, and sharp slopes. It has a mixed feeding system typical of high-altitude mountain rivers, mostly sustained by snowmelt and rainfall. The river flows through the following settlements: the villages of Antarut, Orgov, Byurakan, Aghdzk, Agarak, Voskevaz, and Voskehat in the Aragatsotn Province, as well as the villages of Lernamerdz and Amberd in the Armavir Province. Over its entire course, it flows for about 36 km and registers a descent of around 2,700 meters.<\/p>\n\n\n\n<p class=\"has-medium-font-size wp-block-paragraph\">Despite the fact that the river is quite far from major industrial centers and densely populated settlements, several ecological problems still exist within its ecosystem that require urgent solutions. This educational project is directed toward studying these problems, determining ways to solve them, establishing connections with educational institutions spread across the river basin, and implementing joint educational projects.<\/p>\n\n\n\n<p class=\"has-medium-font-size wp-block-paragraph\"><strong>Project Goal:<\/strong> The goal of the project is to study the ecological issues of the river by identifying their nature, origin, and ways to overcome them, drawing the attention of the public and relevant authorities to the given problem, and organizing education through jointly implemented educational projects.<\/p>\n\n\n\n<p class=\"has-medium-font-size wp-block-paragraph\"><strong>Project Process:<\/strong> The project process is organized in several phases, indicating specific timeframes and the results obtained during each period.<\/p>\n\n\n\n<p class=\"has-medium-font-size wp-block-paragraph\"><strong>Phase 1: Study of the General Problem.<\/strong> This phase is planned to take place in the second half of March, as this period is considered the high-water season of the river. To become thoroughly acquainted with the ecological problems of the river, it is necessary to hike along its flow in the reverse direction across several sections. During the hikes, riverbed areas adjacent to settlements are selected.<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li class=\"has-medium-font-size\"><strong>Hike 1:<\/strong> From the confluence of the Amberd and Kasakh rivers, passing through the territory of Lernamerdz village up to the section of Voskehat village. The total length of this section is about 2.7 kilometers. The terrain is interesting because the river is usually most polluted at its mouth, accumulating the problems created along its entire course. In this section, the river becomes more characteristic of a plain since its slope decreases sharply, and the irrigation value of the river waters rises significantly due to the relatively drier climate of the area.<\/li>\n\n\n\n<li class=\"has-medium-font-size\"><strong>Hike 2:<\/strong> The section leading from Voskehat village toward Agarak village. The length of this section is also about 2.7 kilometers, but the slope is nearly twice as steep. The issue with this section is that we encounter the main area of river pollution.<\/li>\n\n\n\n<li class=\"has-medium-font-size\"><strong>Hike 3:<\/strong> The section between Agarak and Aghdzk villages. Unlike the previous ones, this section is quite short\u2014about 2.3 kilometers\u2014but the slope of the river here is much steeper. The importance of this area lies in the opportunity to see the situation before and after the main source of pollution and to evaluate the change.<\/li>\n\n\n\n<li class=\"has-medium-font-size\"><strong>Hike 4:<\/strong> The section of Orgov and Antarut villages. Since the distance from Aghdzk to the next settlements is quite long and the slope is rather steep, it is more practical to include this specific section as the final terrain to gain a complete understanding of the river&#8217;s ecological condition. During this hike, it is important to record the changes in the river&#8217;s ecological state after it passes through each settlement.<\/li>\n<\/ul>\n\n\n\n<p class=\"has-medium-font-size wp-block-paragraph\"><strong>Phase 2:<\/strong> Having become generally acquainted with the ecological condition of the river, this phase focuses on localizing the river&#8217;s ecological problems. By highlighting the specific environmental issues unique to each area, it is necessary to direct and focus the attention of local residents and the public toward them, aiming for solutions to these ecological problems.<\/p>\n\n\n\n<p class=\"has-medium-font-size wp-block-paragraph\"><strong>Phase 3:<\/strong> After clarifying the ecological problems of the area, the first priority is to find optimal ways to solve them by involving local residents, educational institutions operating in the community, local self-government bodies, and other relevant authorities.<\/p>\n\n\n\n<p class=\"has-medium-font-size wp-block-paragraph\"><strong>Phase 4:<\/strong> In the final phase of the project&#8217;s implementation, when the outcomes of the entire project are visible, it is necessary to summarize the results and organize a round-table discussion with the participants. The round table will help clarify achievements and shortcomings, as well as outline future steps. This phase is also important for exchanging the newly acquired experience and fostering future cooperation.<\/p>\n\n\n\n<p class=\"has-medium-font-size wp-block-paragraph\"><strong>Project Results:<\/strong> Regardless of the project implementation timeline and the exact moment final results are recorded (concepts which are highly conditional given the continuous nature of the project), the beginning, progress, and end of each phase yield clear outcomes. To consolidate these results, they should be summarized through the following components:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li class=\"has-medium-font-size\">The educational component of the project<\/li>\n\n\n\n<li class=\"has-medium-font-size\">The societal component of the project<\/li>\n\n\n\n<li class=\"has-medium-font-size\">The environmental component of the project<\/li>\n\n\n\n<li class=\"has-medium-font-size\">The network organization component of the project<\/li>\n<\/ul>\n\n\n\n<p class=\"has-medium-font-size wp-block-paragraph\"><strong>Educational Component:<\/strong> The project in its entirety\u2014from the planning stage to the summary of results\u2014is educational. It provides the implementing group (students, educators, and stakeholders) with the opportunity to primarily acquire skills in studying local maps, participate in regional studies courses during the hikes, record, define, and see ecological problems with their own eyes, directly interact with the natural environment, search for and discover directions for solving environmental issues, and become direct participants in resolving these ecological problems.<\/p>\n\n\n\n<p class=\"has-medium-font-size wp-block-paragraph\"><strong>Societal Component:<\/strong> In addition to its important educational significance, the aforementioned project carries substantial social value. It aims to introduce a new quality into society-nature relationships, expecting a change in public attitude. Unquestionably, involving broader segments of society will increase both the social value of the project and its impact on shaping public attitudes.<\/p>\n\n\n\n<p class=\"has-medium-font-size wp-block-paragraph\"><strong>Environmental Component:<\/strong> One of the key achievements of the project must be its environmental outcome, as the entire project is built around the emerging environmental problem and anticipates a visible change in the situation.<\/p>\n\n\n\n<p class=\"has-medium-font-size wp-block-paragraph\"><strong>Network Cooperation:<\/strong> Implementing such a large-scale project is impossible without an active network. Moreover, network cooperation must be integrated into every single phase of the project&#8217;s execution. Network cooperation must be rooted in joint project formulation, the exchange of experience, and the investment of collaborative efforts directed toward solving the problem. As an outcome, it is also important to highlight the newly acquired experience and the fact that the project will yield a model applicable to other settlements, thereby expanding the environmental network.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Emanuel Agjoyan The &#8220;Sebastia&#8221; educational network (hereinafter referred to as the educational network) is an educational platform that organizes educational ties and cooperation between the &#8220;Mkhitar Sebastatsi&#8221; Educational Complex and its partner educational institutions. Its activities are coordinated by the educators of the &#8220;Mkhitar Sebastatsi&#8221; Educational Complex. The goals of the network&#8217;s activities are to [&hellip;]<\/p>\n","protected":false},"author":7,"featured_media":5847,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[737,40],"tags":[],"class_list":["post-12690","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-emanuel-agjoyan","category-pedagogical-approaches"],"_links":{"self":[{"href":"https:\/\/dpir.am\/index.php?rest_route=\/wp\/v2\/posts\/12690","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/dpir.am\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/dpir.am\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/dpir.am\/index.php?rest_route=\/wp\/v2\/users\/7"}],"replies":[{"embeddable":true,"href":"https:\/\/dpir.am\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=12690"}],"version-history":[{"count":1,"href":"https:\/\/dpir.am\/index.php?rest_route=\/wp\/v2\/posts\/12690\/revisions"}],"predecessor-version":[{"id":12691,"href":"https:\/\/dpir.am\/index.php?rest_route=\/wp\/v2\/posts\/12690\/revisions\/12691"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/dpir.am\/index.php?rest_route=\/wp\/v2\/media\/5847"}],"wp:attachment":[{"href":"https:\/\/dpir.am\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=12690"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/dpir.am\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=12690"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/dpir.am\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=12690"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}