ec66a39b-865b-4d89-92e5-faad347de76120241007064940960naun:naunmdt@crossref.orgMDT DepositInternational Journal of Education and Information Technologies2074-131610.46300/9109http://www.naun.org/cms.action?id=3037312202431220241810.46300/9109.2024.18https://npublications.com/journals/educationinformation/2024.phpM.NagervadzeBatumi Shota Rustaveli State University, Faculty of Natural Sciences and Health Care, Batumi, GeorgiaT.Nakashidze-MakharadzeBatumi Shota Rustaveli State University, Faculty of Exact Science and Education Batumi, GeorgiaM.KoridzeBatumi Shota Rustaveli State University, Faculty of Natural Sciences and Health Care, Batumi, GeorgiaJ.Gobadze14th public school of Batumi, Batumi, GeorgiaG.NagervadzeBatumi Shota Rustaveli State University, Faculty of Natural Sciences and Health Care, Batumi, GeorgiaT.KoiavaBatumi Shota Rustaveli State University, Faculty of Natural Sciences and Health Care, Batumi, GeorgiaI.Tsintsadze14th public school of Batumi, Batumi, GeorgiaR.KhukhunaishviliBatumi Shota Rustaveli State University, Faculty of Natural Sciences and Health Care, Batumi, GeorgiaThe article discusses creating educational thematic models from second-hand items in collaboration with the students. Our research aimed to assess the main aspects of knowledge of sustainable development among students. To show them the possibility and impact of reusing things in the teaching process. A questionnaire was designed using the Google platform, with 400 volunteers participating in the study. To develop the biological teaching methods, we utilized second-hand materials. The majority (70.25±2.29%) of respondents were female, and 29.75±2.29% were male. χ2 - Chi-square equals to 65.5; The P-Value is < .00001. The result is significant at p < .05. One of the questionnaires was formulated as follows: "Have you ever used second-hand items?" 84.75%±1.80 of the total number of respondents use second-hand items, and the remaining 15.25%±1.79 do not. χ2 - Chi-square equals to 192; The P-Value is < .00001. 39,5±2,91% used second-hand materials as appliances, 39,5±2,91% used them as clothes, 1,5±0,73% used them as shoes, 5,75±1,39% used them as accessories, and 30±2,73% used them as teaching materials. Additionally, 1,25±0,66% of the respondents did not use second-hand items as utensils, while 8,25±1,64% indicated using them for other purposes. χ2 - Chi-square equals to 335.34; The P-Value is < .00001. When respondents were asked whether the second-hand items could be utilized as a learning resource, the majority 88,25%±1,92, believed it was possible, while 11,75%±1,92 expressed the view that second-hand items cannot serve as learning resources. χ2 - Chi-square equals to 231. For the next stage, students and pupils were given a proposal to collect unnecessary, second-hand items and bring them to Batumi Shota Rustaveli University. Using the mentioned items, students and pupils created biological thematic models. At least 25 biological models were created following the provided instructions and were exhibited at the Scientific Picnic.1072024107202489979https://npublications.com/journals/educationinformation/2024/a182008-009(2024).pdf10.46300/9109.2024.18.9https://npublications.com/journals/educationinformation/2024/a182008-009(2024).pdfHigh-School Biology Today and Tomorrow. Washington, D.C.: National Academies Press, 1989, с. 1328. doi: 10.17226/1328. 10.1515/sigtem-2016-0009J. Porozovs, L. Liepniece, и D. Voita, «Evaluation of the Teaching Methods Used in Secondary School Biology Lessons», J. Pedagogy Psychol. Signum Temporis,V.. 7, IS. 1, Page. 60–66, June. 2015, doi: 10.1515/sigtem-2016-0009. 10.3390/educsci7010001E. Jeronen, I. Palmberg, и E. 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