DIGITAL DIDACTIC ECOSYSTEM FOR TEACHING POLITICAL, ECONOMIC AND SOCIAL GEOGRAPHY AT SCHOOL

Abstract

Summary. Problem. School geography content increasingly functions in a digital environment, while wartime conditions require rethinking digitalisation models built on peacetime foreign material. Existing studies mostly cover isolated digital tools, teacher training, or general geographic thinking; a holistic digital didactic ecosystem uniting principles, scenarios, task levels and safety conditions remains underdeveloped.

Purpose. To substantiate a model of a digital didactic ecosystem for teaching political, economic and social geography at school and define conditions for its implementation. Methods. Analysis and systematisation of scholarly sources; comparison of approaches to geoinformation technologies in schools; terminological analysis of the ecosystem concept; structural-functional modelling of the ecosystem and inquiry cycle; generalisation of pedagogical experience for a scenario typology and assessment criteria.

Results. Five principles are substantiated: content appropriateness, evidence-based reasoning, continuity, variability and safety. A four-level matrix of work with geospatial data is developed (orientational, comparative, analytical, synthetic), with scenarios for political (map as argument), economic (spatial value chain) and social (territory of everyday life) geography, and criteria for assessing digital products. Conditions for generative AI use, digital safety and accessibility under distance, blended and offline formats, including wartime, are outlined.

Originality. For the first time a holistic model of a digital didactic ecosystem for school political, economic and social geography is substantiated, uniting principles, a complexity matrix, a scenario typology and assessment criteria into one system.

Conclusion. The model shifts emphasis to students’ cognitive activity, preserving methodological logic independent of digital services. Results can be used in planning, lessons and distance modules; further testing in Ukrainian schools is envisaged.