METHODOLOGICAL SPECIFICITIES OF INTEGRATING RESEARCH PRACTICES ON THE PHYTOSANITARY STABILITY OF BROAD-LEAVED TREES IN BOTANICAL GARDEN CONDITIONS INTO THE EDUCATIONAL PROCESS

Abstract

This article examines the theoretical and methodological foundations for integrating phytosanitary stability studies of broad-leaved tree species grown in botanical gardens into the biology education process. The research identifies the seasonal dynamics of key phytopathogens, the physiological responses of tree species to biotic stressors, and their levels of natural resistance. The phytosanitary monitoring method proved to be an effective pedagogical tool for developing students’ research competencies, including skills in field sampling, morphometric analysis, and microscopic diagnostics. The findings highlight the pedagogical potential of botanical gardens as scientific-educational environments and demonstrate their value in enhancing practice-oriented ecological and biological education