The 21st century is an information technology age filled with a unique expression of global
cooperation and rapid demographic changes. The fusion of socio-demographic problems and new
information technologies creates a dynamic environment for innovation in the education system. In
turn, the introduction of information and communication technologies (ICT) into the educational
process will not only improve the educational process, but also increase the level of academic
motivation, reading literacy, student independence, develop critical thinking with the formation of
quantitative and subject competence.
This article explores how pedagogical approaches to teaching socio-demographic problems can
be improved with the help of innovative technologies in secondary education institutions and higher
educational institutions in geography. The purpose of the article is an experimental assessment of
the impact of a set of geographical data, modeling and the use of geospatial mapping tools,
especially ArcGIS, on the effectiveness of students' understanding of the complex nature of socio
demographic problems. 30 students of the 10th grade took part in the research work, where the
students were divided into 2 groups: experimental and control. While the experimental group gained
knowledge using information and communication technologies, the control group conducted classes
in a traditional format. The results showed that, on average, the students of the group players
attended classes more actively and scored almost 25% more points in the test than in the control
group. The difference in scores between these two groups showed that the use of information and
communication technologies is an effective teaching tool and can be used in general education
schools to improve students' critical thinking skills. However, the range of experiments covered
only one class.