DIGITALIZATION OF GEOGRAPHY EDUCATION AND INNOVATIVE TEACHING TECHNOLOGIES UNDER THE NEW UKRAINIAN SCHOOL REFORM

Abstract

The article examines current trends in the digitalization of geography education and the implementation of innovative teaching technologies within the framework of the New Ukrainian School reform and the operation of general secondary education institutions under martial law in Ukraine. A comparative analysis of the current national curriculum and two model geography curricula for Grades 6–9 was conducted to identify their content characteristics, competency-based orientation, digital potential, and capacity to support innovative teaching practices.

The study systematizes contemporary pedagogical approaches to geography teaching, including project-based learning, STEM/STEAM education, problem-based learning, inquiry-based learning, and blended learning. Particular attention is paid to the integration of these approaches with Geographic Information Systems, digital mapping services, artificial intelligence technologies, interactive educational platforms, and other digital learning resources.

Based on the comparative analysis, the study proposes an original conceptual model of innovative pedagogical technologies for geography education in the context of educational digitalization. The proposed model demonstrates the interrelationship between the digital learning environment, innovative teaching approaches, and expected learning outcomes aimed at developing geographical, digital, research, and other key competencies of students.

The study identifies the major challenges affecting the implementation of digital and innovative technologies in geography teaching, including inadequate technological infrastructure in schools, the need to strengthen teachers' digital competence, and the necessity of adapting innovative teaching methods to different forms of educational process organization.

The findings substantiate priority directions for the further development of geography education through the integrated application of digital technologies and innovative pedagogical approaches. Such integration contributes to improving the quality of education, fostering students' key competencies, and ensuring the continuity and resilience of the educational process under conditions of digital transformation and martial law.

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