The article considers different interpretations of the concept “environmental technology” and the essence of environmental technology in order to respond to educational problems and reveals the peculiarities of using such technology in the practice of educational activities with risks and limitations. The aim of the article. To clarify how deeply the concept of “environmental technology” is studied in pedagogy in relation to the educational process and educational activities, what are the possibilities of environmental technology in solving current educational problems, what are the features of using the environmental technology by teachers, to give a classification of environmental technologies. Methodology and research methods. The methodology includes: 1) the environmental approach which assumes studying not only influences of environment on development of the person, but also various aspects of transformation of environment as a solution of educational problems, as well as pays attention to using of components of educational and sociocultural environment in educational process; 2) the system approach considering environment of the educational organization as a component of educational system, and interaction with environment (internal and external) and its positive transformation as means of education, studying environment and its positive transformation. Results of research. The authors interpret environmental technology as a certain order (algorithm) of the teacher’s actions aimed at solving problems of education and positive socialization of the child through diagnostic, designing, modeling, transformation and using of the environment potential (educational, educational, socio-cultural, etc.). In addition to the concept of environmental technologies, the concepts of “technology of the environmental approach to education”, “technology of environmental design”, “technology of improving the environment” are used. All these concepts may be termed as “environmental technology”. Considering the classification of environmental technologies, the authors conclude that most of the researchers consider the function of environmental technologies as the basis for dividing environmental technologies into types and subspecies. Conclusion. Using environmental technology in the educational process, when the pupil is perceived as a part of environment transformed, healed, studied, filled with meanings and values, will put into practice such relevant pedagogical ideas and operating principles as cooperation, independence, group-creative activity, self-development, self-government, responsibility, openness, mutual support.