Abstract
The relevance of the study is determined by the contradiction between the growing requirements of society and the concept of the New Ukrainian School (NUS) for the digital competence of geography teachers and the insufficient level of methodological readiness of higher education graduates to use modern information and communication technologies (ICT) in professional activity. Contemporary scientific research has sufficiently developed the general theoretical aspects of teachers’ digital competence; however, insufficient attention is paid to the methodological foundations of geography teacher training in the context of the NUS and to the formation of their readiness for the systematic implementation of ICT. The article substantiates the importance of addressing the problem of forming information and communication competence (ICC) of future geography teachers, which is driven by the digitalization of modern geography and the introduction of blended learning in Ukrainian educational institutions due to security challenges under wartime conditions. An authorial definition of the concept of “information and communication competence of a geography teacher” is proposed as the ability to autonomously and responsibly: apply digital, including geoinformation, technologies and resources in the educational process, in in-service teacher training, and in independent professional development; ensure effective information interaction between students and information and communication tools and online services in geography education; modify existing and create original digital educational content. Structurally interconnected levels of ICC formation (general user, subject-geographical, and methodological) and a cross-cutting didactic approach to the formation of ICC of future geography teachers are identified. The proposed structural levels are aligned with the international standard “ICT Competency Framework for Teachers” developed by UNESCO, which integrates three approaches in the educational process: technological literacy, knowledge deepening, and knowledge creation. The main directions of ICT use in geography education according to the NUS model curricula for the “Geography” course (grades 7-9) are summarized, including: development of cartographic competence (GIS); virtual excursions and travel; visualization and modeling of geographical processes and phenomena; analysis of geospatial data and statistics; media literacy and critical thinking; project-based and group activities; knowledge assessment and gamification. Appropriate ICT tools with examples of their application in the educational process are selected by the authors.
References
Braslavska, O. V., & Ozerova, L. A. (2022). Formuvannia tsyfrovoi kompetentnosti maibutnikh pedahohiv u zakladakh vyshchoi osvity [Formation of digital competence of future teachers in higher education institutions]. Problemy pidhotovky suchasnoho vchytelia [Problems of Modern Teacher Training], 1(25), 126–136. https://doi.org/10.31499/2307-4914.1.2022.258486
Braslavska, O. V., & Rozhi, I. H. (2023). Metodychna pidhotovka maibutnikh uchyteliv predmetiv pryrodnychoho tsyklu [Methodological training of future teachers of natural science subjects]. Naukovi zapysky Vinnytskoho derzhavnoho pedahohichnoho universytetu imeni Mykhaila Kotsiubynskoho. Seriia: Teoriia ta metodyka navchannia pryrodnychykh nauk [Scientific Notes of Vinnytsia State Pedagogical University named after Mykhailo Kotsiubynskyi. Series: Theory and Methods of Teaching Natural Sciences], (4), 165–174. https://doi.org/10.31652/2786-5754-2023-4-165-174
Veresotska, N. I. (2020). Formuvannia informatsiino-komunikatsiinoi kompetentnosti maibutnikh uchyteliv tekhnolohii u protsesi hrafichnoi pidhotovky [Formation of information and communication competence of future technology teachers in the process of graphic training]. Molodyi vchenyi [Young Scientist], 5(81), 342–348. https://doi.org/10.32839/2304-5809/2020-5-81-70
Vishnikina, L., & Samoilenko, V. (2020). Zastosuvannia suchasnykh zasobiv navchannia u pidhotovtsi maibutnikh uchyteliv heohrafii [Application of modern teaching tools in the training of future geography teachers]. Problemy pidhotovky suchasnoho vchytelia [Problems of Modern Teacher Training], 1(21), 39–47. https://doi.org/10.31499/2307-4914.21.2020.205436
Kabinet Ministriv Ukrainy. (2020, September 30). Derzhavnyi standart bazovoi serednoi osvity [State standard of basic secondary education] (Decree No. 898). https://www.kmu.gov.ua/npas/pro-deyaki-pitannya-derzhavnih-standartiv-povnoyi-zagalnoyi-serednoyi-osviti-i300920-898
Yemchuk, T. V. (2022). Pidvyshchennia tsyfrovoi kompetentnosti pedahoha zavdiaky informatsiino-komunikatsiinym tekhnolohiiam [Increasing teacher's digital competence through information and communication technologies]. Naukovi zapysky. Seriia: Pedahohichni nauky [Scientific Notes. Series: Pedagogical Sciences], (204), 114–119. https://doi.org/10.36550/2415-7988-2022-1-204-114-119
Instytut tsyfrovizatsii osvity NAPN Ukrainy. (2019). Informatsiino-komunikatsiini tekhnolohii v osviti: slovnyk [Information and communication technologies in education: dictionary]. CP Komprynt. https://lib.iitta.gov.ua/id/eprint/718706/
Kocharian, A. B. (2016). Rozvytok informatsiino-komunikatsiinoi kompetentnosti naukovo-pedahohichnykh pratsivnykiv humanitarnykh spetsialnostei klasychnykh universytetiv [Development of information and communication competence of scientific and pedagogical staff of humanitarian specialties of classical universities] (Candidate dissertation). Institute of Information Technologies and Learning Tools of the NAES of Ukraine. https://lib.iitta.gov.ua/id/eprint/704491/
Leta, V. V., Karabiniuk, M. M., Ozymko, R. R., Mykyta, M. M., & Saliuk, M. R. (2022). Vykorystannia HIS-tekhnolohii dlia formuvannia predmetnykh kompetentnostei studentiv spetsialnosti Serednia osvita (Heohrafiia) [Use of GIS technologies for the formation of subject competencies of students of the specialty Secondary Education (Geography)]. Innovatsiina pedahohika [Innovative Pedagogy], (45), 279–282. https://doi.org/10.32843/2663-6085/2022/45.58
Makarevych, I. M. (2017). Formuvannia informatsiinoi kompetentnosti maibutnikh uchyteliv heohrafii u protsesi profesiinoi pidhotovky [Formation of information competence of future geography teachers in the process of professional training] (Abstract of candidate dissertation). Pavlo Tychyna Uman State Pedagogical University. https://nauka.udpu.edu.ua/avtoreferat-13/
Matkivskyi, M. P., Ivakh, S. M., & Taras, T. M. (2026). Formuvannia tsyfrovoi kompetentnosti maibutnikh pedahohiv u konteksti yevropeiskykh osvitnikh standartiv [Formation of digital competence of future teachers in the context of European educational standards]. Pedahohichna Akademiia: naukovi zapysky [Pedagogical Academy: Scientific Notes], (26). https://doi.org/10.5281/zenodo.18184979
Nosachenko, V. M. (2022). Pidhotovka maibutnikh uchyteliv heohrafii do bezperervnoho profesiinoho rozvytku zasobamy innovatsiinykh tekhnolohii [Preparation of future geography teachers for continuous professional development by means of innovative technologies]. Pedahohika formuvannia tvorchoi osobystosti u vyshchii i zahalnoosvitnii shkolakh [Pedagogy of Creative Personality Formation in Higher and General Education Schools], (85), 144–149. https://doi.org/10.32840/1992-5786.2022.85.25
Ovcharuk, O. V. (2023). Monitorynh hotovnosti vchyteliv do vykorystannia tsyfrovykh zasobiv pid chas viiny v Ukraini [Monitoring teachers' readiness to use digital tools during the war in Ukraine]. Informatsiini tekhnolohii i zasoby navchannia [Information Technologies and Learning Tools], 98(6), 52–65. https://doi.org/10.33407/itlt.v98i6.5478
Ministerstvo osvity i nauky Ukrainy. (2024, August 29). Profesiinyi standart «Vchytel zakladu zahalnoi serednoi osvity» [Professional standard «Teacher of general secondary education institution»] (Order № 1225). https://register.nqa.gov.ua/uploads/0/646-ilovepdf_merged.pdf
Ministerstvo rozvytku ekonomiky, torhivli ta silskoho hospodarstva Ukrainy. (2020, December 23). Profesiinyi standart za profesiiamy «Vchytel pochatkovykh klasiv zakladu zahalnoi serednoi osvity», «Vchytel zakladu zahalnoi serednoi osvity», «Vchytel z pochatkovoi osvity (z dyplomom molodshoho spetsialista)» [Professional standard for the professions «Primary school teacher of a general secondary education institution», «Teacher of a general secondary education institution», «Primary education teacher (with a junior specialist diploma)»] (Order №. 2736). https://zakon.rada.gov.ua/rada/show/v2736915-20
Fedii, O., Vishnikina, L., & Shukanova, A. (2022). Zastosuvannia heohrafichnykh informatsiinykh system u pidhotovtsi maibutnikh vchyteliv heohrafii [Application of geographical information systems in the training of future geography teachers]. Vytoky pedahohichnoi maisternosti [Sources of Pedagogical Skills], (29), 236–240. https://doi.org/10.33989/2075-146x.2022.29.264357
Bernhäuserová, V., Havelková, L., Hátlová, K., & Hanus, M. (2022). The limits of GIS implementation in education: A systematic review. ISPRS International Journal of Geo-Information, 11(11), 592. https://doi.org/10.3390/ijgi11120592
Braslavska, O., Rozhi, I., Novgorodska, Y., Skrypnyk, N., & Pochuieva, V. (2021). Information technologies in the formation of professional competence of future teachers. AD ALTA: Journal of Interdisciplinary Research, 11(1), 139-142. http://www.magnanimitas.cz/ADALTA/110117/PDF/110117.pdf
Cosgrove, J., & Cachia, R. (2025). DigComp 3.0: European Digital Competence Framework - Fifth Edition. Publications Office of the European Union. https://data.europa.eu/doi/10.2760/0001149
Hutchinson, S., & Popovych, N. (2023). Supporting Geography in Ukraine's universities: The Virtual Field Trips for Ukraine Initiative. Geography Directions. https://doi.org/10.55203/IWZM2598
Jaeger, A. J. (2024). Google Earth as a tool for supporting geospatial thinking. Land, 13(12), 2218. https://doi.org/10.3390/land13122218
Kholoshyn, I. V., Bondarenko, O. V., Hanchuk, O. V., Varfolomyeyeva, I. M., & Panteleeva, N. B. (2025). Geospatial data in school geography courses: Sources, methodological features of use and implementation challenges. Journal of Physics: Conference Series. https://doi.org/10.1088/1742-6596/3105/1/012016
Kholoshyn, I. V., Mantulenko, S. V., Mazykina, O. B., Lakomova, O. Y., & Yarkov, S. V. (2025). Principles and methods of integrating geospatial analysis into the school geography course. Journal of Physics: Conference Series. https://doi.org/10.1088/1742-6596/3105/1/012015
Kholoshyn, I., Nazarenko, T., Bondarenko, O., Hanchuk, O., & Varfolomyeyeva, I. (2021). The application of geographic information systems in schools around the world: A retrospective analysis. Journal of Physics: Conference Series. https://doi.org/10.1088/1742-6596/1840/1/012017
Lee, J. (2023). Beyond geospatial inquiry – How can we integrate the latest technological advances into geography education? Education Sciences, 13(11), 1128. https://doi.org/10.3390/educsci13111128
UNESCO. (2018). UNESCO ICT competency framework for teachers (Version 3.0). https://unesdoc.unesco.org/ark:/48223/pf0000265721
This work is licensed under a Creative Commons Attribution 4.0 International License.