CASE METHOD AS A TOOL FOR INFLUENCE ON GEOGRAPHICAL THINKING OF GEOGRAPHY STUDENTS

Abstract

The article explores the theoretical and practical aspects of applying the case method in teaching geographical disciplines at higher education institutions. In the context of the modern transformation of education – from traditional reproductive models to activity-oriented approaches – the case method serves as an effective means of developing geographical thinking, as well as the analytical and communication competencies of university students. The authors emphasize the importance of developing the ability to work with diverse sources of information, including maps, statistics, and digital data, which fosters critical reflection on spatial phenomena and the ability to make informed decisions. It is proven that in higher education, not only knowledge but also the ability to critically interpret information, apply it in practice, and make well-grounded decisions is of great importance. This is especially relevant for training specialists in the field of geography, where the development of geographical thinking – the ability to analyze spatial phenomena, establish cause-and-effect relationships, and make professional decisions – is a key objective. The paper analyzes contemporary scientific approaches to the case method, its structure, the main principles of developing educational cases, and the possible ways of organizing work with them among university students. Particular attention is paid to practical examples of using cases from the course «Human Geography of Ukraine», which stimulate research activity and contribute to a deeper understanding of the learning material. The development of cases is based on the principles of relevance, problem orientation, alignment with learning objectives, accessibility of material, and openness of solutions that encourage creativity. Forms of working with cases in geography classes can be group-based, individual, or project-oriented, which helps develop various competencies such as collaboration, independence, critical thinking, and practical experience. The article considers the use of case technology as an effective tool for developing the professional competence of future geographers, ensuring a harmonious combination of theory and practice and fostering the growth of key skills necessary for their future professional activity.