METHODOLOGY FOR USING REAL-LIFE PROBLEMS IN THE MATHEMATICAL ANALYSIS COURSE IN ACCORDANCE WITH THE SUSTAINABLE DEVELOPMENT GOALS

Abstract

This article explores a methodology for incorporating real-life problems into the mathematical analysis course in accordance with the Sustainable Development Goals (SDGs). In the context of current global challenges, the education system must foster the development of competencies aimed at understanding and addressing social and environmental issues. Mathematical analysis is a fundamental discipline forming the basis of science and engineering fields. However, to make this course accessible, meaningful, and relevant to students’ lives, contextual learning based on real-world situations plays an important role. The article examines problems related to the Sustainable Development Goals through the lens of key mathematical analysis topics — limits, derivatives, and integrals — using modeling methods and mathematical analysis techniques. The research methodology follows a three-stage structure: first, relevant real-life problems associated with the SDGs are selected; second, these problems are translated into the language of mathematical functions; third, the constructed mathematical models are solved and the results analyzed. Examples include issues related to optimizing agricultural yields, managing clean water resources, and energy saving. This approach links students’ theoretical knowledge with practical applications and enhances their interest in the subject. The results demonstrated that the use of real-life problems aligned with the SDGs promotes increased competence and responsibility among students, as well as updating the content of the mathematical analysis course to meet contemporary requirements and enables the effective use of digital technologies. Integrating real-life problems related to sustainable development into the mathematical analysis course is considered an effective way to modernize education and prepare competent and responsible specialists. This approach fosters the formation of concepts, experience, and competencies in students within the context of sustainable development.