Introduction. The issue of the points of contact between schools and pedagogical universities, viewed through the commonality of their values and the diversity of their views on the forms of cooperation, highlights the problem of the continuity of the educational environment in multi-level educational institutions. Practice shows that the declared connection between general and higher pedagogical education is not always supported by a systematic organization of educational interaction, which leads to a mismatch in the environmental influences on the student's personality. The purpose of the study is to provide a theoretical basis for the technology of organizing the continuity of the educational environment in the school-university interaction system, which includes a set of principles and stages that ensure the integrity of the educational process as students move from one educational stage to another. Materials and methods. The study used an analysis of legal and regulatory documents, a theoretical analysis and synthesis of psychological and pedagogical literature, a comparative analysis, and a generalization of the authors' practical experience in the field of education. Theoretical modeling allowed for the development of a technology for organizing the continuity of the educational environment in the “school-pedagogical university” system. The study was based on the axiological, systemic-activity, holistic, and environmental approaches. Results. The leading concepts of “continuity” (as the preservation and development of educational traditions during the transition from one educational stage to another) and “educational environment” (as a set of conditions that ensure the value-based and meaningful development of subjects) were analyzed. The principles of organizing a continuous educational environment were substantiated: value-based and meaningful unity, eventfulness, openness, and nature-based approach. The article describes the stages that ensure effective interaction between schools and pedagogical universities: organizational and regulatory (contractual framework, local acts), content and methodological (joint design of educational practices and extracurricular activities), and environmental (organization of spatial and temporal conditions and navigation of educational events). Conclusion. The obtained results create theoretical grounds for designing a unified educational environment in the “school-pedagogical university” system, aimed at developing value-based guidelines and spiritual and moral enrichment of all subjects of educational relations.