CONCEPT AND STRUCTURAL–FUNCTIONAL MODEL OF CARTOGRAPHIC TRAINING FOR FUTURE GEOGRAPHY TEACHERS BASED ON INTERACTIVE CARTOGRAPHIC TOOLS

Abstract

The rapid development of digital technologies and Geographic Information Systems (GIS) has significantly transformed the content and methodology of geography education. Modern geography teachers are expected not only to possess comprehensive geographical knowledge but also to effectively apply cartographic technologies, spatial analysis, and interactive educational resources in the teaching process. This study aims to develop a concept and structural–functional model of cartographic training for future geography teachers based on interactive cartographic tools. The proposed concept considers cartographic training as a three-system pedagogical process consisting of professional, specialized, and methodological components. These systems are integrated through innovative educational approaches, interactive technologies, methodological support, practical implementation, and competency assessment. A structural–functional model was developed using theoretical analysis, systems approach, pedagogical modeling, and comparative analysis. The model places interactive cartographic tools at the center of the educational process and demonstrates the interrelationships among educational objectives, technological infrastructure, instructional methods, practical activities, and assessment mechanisms. The proposed framework contributes to the development of cartographic competence, spatial thinking, digital literacy, and professional readiness of future geography teachers. The model can be applied in higher education institutions preparing geography teachers and may serve as a methodological basis for curriculum modernization in geography education