The problem is urgent due to the need to ensure the quality of students' vocational education in the context of the extreme transition of universities to distance learning. These circumstances predetermine the need to search for promising information and communication technologies that ensure the achievement of educational results. Scientific researches indicate that network educational environmental projects have significant potential in achieving the required educational outcomes. However, insufficient knowledge of processes of organizing and managing network educational environmental projects limits possibilities of their application in vocational education. The purpose of the article is to describe the essence, structure and typological characteristics of network educational environmental projects based on the experience of their implementation in the educational process at university. The authors used the following research methods: retrospective analysis and generalization of pedagogical works made it possible to identify the essence, structure and basic grounds for the classification of network educational environmental projects; the questionnaire of students and teachers studied their attitude to project activities, the results showed prospects of using network educational environmental projects in vocational education. The study reveals the specificity, structure, principles and functions of network educational environmental projects. The research results can be used for preparing teaching materials at university in traditional and distance learning, organizing and conducting network all-Russian and international educational projects, including projects of an environmental focus, in order to improve the quality and practical orientation of vocational education.