STEM EDUCATION IN GEOGRAPHY CLASSES: INNOVATIVE APPROACHES GENERAL SECONDARY EDUCATION INSTITUTIONS

Abstract

The article explores the integration of STEM education (Science, Technology, Engineering, Mathematics) into geography teaching in general secondary education institutions within the New Ukrainian School (NUS) reform.Drawing on the Model Curricula for grades 6–9, implemented gradually since 2022, it analyzes geography’s potential as an interdisciplinary subject for developing key student competencies, such as informational literacy, critical thinking, and civic and social responsibility. The study addresses challenges in implementing STEM approaches in geography lessons, including inadequate material and technical resources, limited teacher training, and a lack of methodological materials aligned with the model curricula. Innovative solutions are proposed, such as the use of geographic information systems (GIS), project-based learning, interdisciplinary modules, and digital technologies like virtual reality and programming. Special focus is given to integrating STEM into grade 6 topics, including “Globe – Earth’s Model,” “Lithosphere,” and “Atmosphere,” as well as topics in grades 7–9, such as environmental monitoring, natural resource mapping, and “smart city” modeling. Practical examples combine science, technology, engineering, and mathematics, such as climate data analysis, 3D terrain modeling, and designing systems to mitigate natural disasters. The role of geography teachers as facilitators of innovative approaches and the need for professional development through GIS, programming, and project-based learning training are emphasized. Recommendations for schools include establishing STEM laboratories, integrating technologies into extracurricular activities, and collaborating with scientific institutions. The article underscores that STEM education in geography lessons prepares students to tackle global challenges like climate change and sustainable development.