CONTEMPORARY FEATURES OF TEACHING PHYSICALGEOGRAPHICAL DISCIPLINES IN THE TRAINING OF GEOGRAPHY TEACHERS AT HIGHER EDUCATION INSTITUTIONS OF UKRAINE

Abstract

The article provides a systematic scientific and methodological analysis of contemporary approaches to teaching physical-geographical disciplines in the training of future geography teachers at Ukrainian higher education institutions within the updated specialty A4.07 Secondary Education (Geography). It argues that the quality of teacher education depends on integrating subject, didactic, and methodological components, allowing scientific depth to be preserved while converting content into teachable school topics and learning outcomes. The study examines the substantive emphases and didactic logic of courses in geology and geomorphology (including mineralogy and economic geology), climatology and meteorology, hydrology and the oceanographic block, biogeography, soil science, landscape science, Physical Geography of Ukraine, and Geography of Continents and Oceans. Based on the analysis of the content of educational and professional programs of selected higher pedagogical institutions, differences in the scope of the physical-geographical cycle have been identified, differences were identified in the scope of the physical-geographical cycle, the ratio of compulsory and elective components, and the models of integrating subject courses with didactics (integrated “with didactics” formats and subject-based differentiation). A shift from a descriptive approach to an analytical and systemic model of teaching has been observed, grounded in the geosystem approach, causal explanation, comparative analysis, and the development of spatial thinking. The article highlights digitalization (GIS, remote sensing, digital elevation models, and open climate and hydrological datasets) and the strengthening of field-based training as a factor of professional identity and practice-oriented competence. Particular attention is given to the military-geographical context as an element of spatial-security education, including risk analysis and understanding warfare-related environmental impacts under current national conditions.