Introduction. This study investigates the effectiveness of integrating problem-based learning and virtual
laboratory technologies to develop ecological culture among university students. It aims to determine whether
combining inquiry-based instructional strategies with digital simulation environments can enhance students’
ecological knowledge, critical thinking skills, environmental responsibility, and practical engagement compared with traditional teaching methods. Methodology and Methods. A quasi-experimental design was applied involving undergraduate students in biology-related programs, divided into experimental and control groups. The experimental group was taught through problem-based learning activities supported by virtual laboratory platforms, while the control group received traditional instruction. Data were collected using
diagnostic assessments, structured questionnaires, and performance-based evaluation tools to measure students’ ecological knowledge, attitudes, and behavioral readiness. Results. The results indicate that students exposed to the integrated approach demonstrated higher levels of ecological understanding, improved analytical and problem-solving abilities, increased motivation, and greater participation in environmental learning activities than those in the control group. Scientific novelty. The study proves that combining problem-based learning with virtual laboratories produces a synergistic effect that strengthens both the cognitive and practical dimensions of ecological education. Practical significance. The developed integrated instructional model offers an effective approach to fostering ecological culture in higher education and supports the preparation of environmentally responsible, sustainability-oriented future professionals.