THE ROLE OF SCHOOL GEOGRAPHY IN SHAPING MILITARY-SPATIAL THINKING AMONG SCHOOL PUPILS

Abstract

The article substantiates the role of school geography as a key instrument for developing military-spatial thinking among students in the context of contemporary geopolitical challenges caused by the ongoing Russian aggression against Ukraine. Geography, unlike other school subjects, provides an integrated understanding of the spatial organization of natural, economic, social, and political processes that directly influence national defense capacity, societal resilience, and citizens’ ability to navigate crisis situations. The paper proposes a three-level model for integrating military-geographical content into geography education: basic (grade 8), applied (grade 9), and strategic-analytical (grades 10–12). Special attention is given to spatial literacy, including skills of reading topographic maps, using digital GIS tools, analyzing logistics networks, natural barriers, demographic dynamics, and risk factors. The study summarizes international experience from Poland, Israel, Finland, and Georgia, where military-geographical or security-oriented education is an essential component of civic preparedness. Key challenges for Ukraine are identified: shortage of trained personnel, methodological and psychological constraints, information security considerations, the absence of standardized content, and the need to modernize educational resources. The article provides recommendations for the Ministry of Education and Science of Ukraine, regional educational authorities, and teachers on implementing an updated geography curriculum. It concludes that strengthening the military-spatial component in school geography is a strategic prerequisite for enhancing national resilience and preparing a new generation capable of making informed decisions and understanding spatial processes under conditions of uncertainty.