SCIENTIFIC AND METHODOLOGICAL FOUNDATIONS FOR PREPARING FUTURE GEOGRAPHY TEACHERS TO ORGANIZE EXTRACURRICULAR ACTIVITIES

Abstract

The article reveals the scientific and methodological foundations for preparing future geography teachers to organize extracurricular activities in modern schools. Based on competence-based and activity-based approaches, the study clarifies the structure of professional readiness of pre-service geography teachers, including value-motivational, cognitive, methodological and reflective components (Hevko et al., 2020; Santos et al., 2019). Special attention is paid to extracurricular forms of geographical education—local-lore and tourist work, field trips, geography clubs, research projects, and community-oriented events—as key environments for developing pupils’ spatial thinking, environmental awareness, and civic responsibility (Honcharuk et al., 2021; The Ankur Education, 2017).

Methodologically, the article synthesizes best practices of problem-based learning, fieldwork pedagogy, and independent practice in geography. On this basis, a university training model is proposed in which students systematically learn to design, implement, and reflect on extracurricular activities (Saidirasilovna, 2025; GA, 2024, 2025). Empirical evidence on the impact of extracurricular engagement on pre-service teachers’ professional development is also analyzed. It is demonstrated that participation in clubs, projects, and field experiences significantly strengthens communication, leadership, classroom-management skills, and confidence in organizing geography-related events (Frontiers in Education, 2025).

The results substantiate the need to embed a structured system of extracurricular preparation into geography teacher-education curricula and offer methodological recommendations for universities and schools aimed at improving the quality of geography teaching through purposeful out-of-class activity.