Experiential learning is a pedagogical concept that emphasizes the importance of learning through experience. This pedagogical approach is based on the fact that learning is the most effective when it is based on real-life experiences, experimentation, and activities that allow students to actively participate in the process. The development of students’ ecological culture is one of the components of the educational process of primary school students, which requires innovative solutions from the teacher in order to form the student’s proper perception of the world, using the techniques, methods, and environments of experiential learning, i.e., using the approach of experiential learning. When developing ecological culture, the aim is to teach the child to nurture relationships with nature, to feel emotional attachment, and to take a broader look at the importance of environmental protection. These processes must be based on the child’s real-life contact with the surrounding environment and phenomena. It is obvious that with the help of experiential learning, the student is taught to understand the relationship between action and result by reflecting on it, combining existing knowledge, newly acquired knowledge, and various experiences. The development of ecological culture becomes not only a way to preserve nature or ensure the vitality of the planet, but also the basis for the formation of a conscious and responsible citizen.

Research aim:
Application of the experiential learning approach in developing students’ ecological culture.

Research methodology:
A qualitative research strategy was used to conduct the study. To implement the qualitative research strategy, the interview method (structured interview). The questionnaire was compiled on the basis of the analysed theoretical material, research problem, and research objectives. Non-probability sampling of the group of subjects was chosen for the qualitative research. The research was conducted in January-April 2024, in Lithuanian schools, primary education teachers were interviewed. The research sample is 22 Lithuanian primary education teachers.

Research and data analysis methods: analysis of scientific, methodological, informational literature. The qualitative content analysis method was used for data analysis. Using this method, semantic units were singled out, allowing to understand how the analysed phenomenon and its content are understood by the subjects themselves. Statements with the same meaning were grouped together into categories and subcategories and interpreted.

Key research results:
- The development of ecological culture is an integral part of students’ lives, a particularly important focus of education, because it strengthens students’ sense of responsibility and citizenship, and helps to shape personal values and norms.
- The approach of experiential learning is implemented by using various possible resources that exist at that time in the educational environment and elsewhere and are important for experiential learning. When developing students’ ecological culture, teachers usually rely on the following methods and activities: participation in projects, campaigns, events, going on various trips, engaging in civic activities, cooperation, research, educational programmes, etc.
- In order to ensure smooth ecological education, teachers aim to involve parents in the educational process, school life, and promote targeted education of parents on various topics.

Keywords: Experiential learning, development of ecological culture, primary education, ecological culture.