The article is devoted to the history of V.I. Zubov’s Museum of Geology and Minero­logy, the prerequisites for its foundation, and the main stages of its creation, development, and collection formation. The article analyzes the museum’s exhibition policy and research activities, trends in museum science, the structure of the collections reflecting regional geological features, current issues and prospects for updating exhibition spaces, digitalization of the collections, and integration of museum experience into educational programs.

The paper considers the use of two pedagogical approaches, person-centered and systemic-structural, in the development and implementation of two thematic museum classes dedicated to V.I. Vernadsky’s life and scientific activities. These classes, namely, “From the soil to the biosphere” and “V.I. Vernadsky’s life and scientific activity”, were developed at the Earth Science Museum of the Lomonosov Moscow State University and aimed at in-depth acquaintance of schoolchildren with the teaching about the biosphere. The paper presents methodological materials for the classes: a description of the stages of the lessons and tasks for independent work (a crossword and a quest). Our analysis of the second lesson’s approbation showed that the schoolchildren were unanimous in their opinion: the organization of an independent search for answers to the posed questions and the leading role of the museum teacher allowed them to better accepting complex concepts and understanding the relationship of various scientific directions.

A number of interactive visitor interaction mechanisms are proposed within the format of a natural science university museum. A pilot project, tested at the Earth Science Museum of Moscow State University, provides the opportunity to immerse its visitors into the main exhibition using simple VR technologies, including 3D filming of the search and recovery of future museum objects during expeditions. The content of the new exhibition, in particular, consists of appropriately processed episodes of popular science films shot by the “Floating Universities Flotilla” expedition along the Volga, Don, and Caspian regions. In addition to the regional connection to the hall’s theme, links to specific exhibits and locations are provided; video segments are dedicated to the history of the search and selection of a particular exhibit (or their series) located in the hall, as well as the specifics of the location and research area of the expedition. Thus, visitors have the opportunity to participate in a virtual field trip, whose product, in the form of exhibits, is displayed in a specific museum hall. In addition to the permanent, stationary virtual cluster, a mobile version of the project presentation has been developed, which was tested at the 2024 All-Russian Science Festival at Moscow State University. To this end, the Earth Science Museum’s portable pavilion was equipped with virtual glasses, which allow festival visitors to “go on an expedition” along the routes of the “Floating Universities Flotilla,” “visit” the find sites, participate in the discovery and recovery process, and load them onto a research vessel. The virtual project’s creators—winners of the All-Russian "Youth and Museum" competition—served as guides and companions on the virtual field route. In 2025, as part of the “Floating Universities Flotilla” scientific and educational expedition, 360° video production was conducted along a predetermined route plan through natural sites to select potential museum exhibits.

The article presents a retrospective analysis of the development of educational and enlightenment activities in the Earth Science Museum of Moscow State University named after Lomonosov from the moment of its foundation to the present. The following trends are highlighted: expansion of the forms and methods of museum pedagogy over time, introduction of interactive methods in the practice of the educational and enlightenment activities, work with various age visitor groups (from younger pupils and students to adults), as well as the use of digital methods in the educational process.

The article discusses various forms of local history activities to be implemented in the interaction of natural science museums and secondary schools. The practical experience of employees of the Earth Science Museum of Lomonosov Moscow State University in the field of local history is described, namely: conducting a professional development program (Summer School), thematic classes with students, and consultations on the creation of educational expositions in school museums. A thematic plan of the section “Nature of the Native land” in a school museum is given. The prerequisites for successful cooperation between natural science museums and secondary schools in the joint implementation of local history activities are substantiated.

The article analyzes approaches to the development and conduct of excursions for students of the early twentieth century and provides recommendations already expressed a hundred years ago for guides and teachers. It was then that two main approaches were distinguished, namely: orientation to listeners (excursionists) and the guide’s detailed knowledge of the museum’s objects. Currently, the preparation of excursions to both the Natural science museum and the botanical garden is almost the same and includes the same stages: from choosing a topic to developing a detailed plan. But botanical garden excursions differ from museum ones, as they have a seasonal nature and depends on the flowering period of the plants. However, all excursions (in a museum or in a botanical garden) perform the same functions, namely: informational, cultural, educational and leisure, although in terms of the degree of impact on human feelings, undoubtedly, botanical garden excursions differ significantly from museum excursions.

The article considers an ecology course in relation to the most optimal approach for primary school children–on the example of various ecosystems of the world with consideration of individual examples of adaptation genesis and evolution of wildlife. The authors used the following teaching techniques and methods: avoiding the teacher’s adaptive speech, forming the skill of hypothesizing, and laying the foundations of biological drawing. All this helps us to make a better transition from theoretical educational programs to the practical acquaintance of children with the biodiversity of natural communities. This course can be used within the framework of museum pedagogy and on educational platforms, which can be the natural landscapes of protected areas of regional significance (nature reserves and preserves, natural monuments).

Brief information about the author’s course dedicated to crystal growth is provided. The education program gives general information of the mechanisms of crystal growth, the main growing methods, crystal formation in nature and under home conditions. Issues of the origin of the first group gemstones, the specifics of their formation in the laboratory, methods of treatment and application are considered. A large amount of information is given, that’s why the course is divided into four sections and clearly structured within each of them. This helps to make it easier to perceive. Online course design allows the lecturer to effectively interact with the audience.