THE NEED TO IMPROVE DIDACTIC SUPPORT FOR GEOGRAPHY EDUCATION IN LINE WITH CONTEMPORARY PEDAGOGICAL REQUIREMENTS
Abstract
This article provides a theoretical and methodological rationale for improving didactic support for geography education in general secondary schools in line with contemporary pedagogical requirements. Drawing on content analysis, comparison, synthesis, and methodological modelling of scholarly and methodological sources, the study examines criteria related to competency-based learning outcomes, differentiated and enquiry-based learning activities, digital and geospatial literacy, formative assessment, and the integration of local context. The analysis identifies several shortcomings in existing didactic support, including content overload, the use of uniform tasks for all learners, and weak alignment among digital tools, geographical skills, and assessment. To address these inconsistencies, the article proposes a flexible model of didactic support comprising three interconnected layers: a core-outcome layer, a variable-activity layer, and a diagnostic-corrective layer. The model's potential practical application is illustrated theoretically and methodologically through a specific school geography topic.
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