Currently, the development of students' research abilities and the introduction to self-education is one of the most important problems in the education system. One of the possible ways to solve this problem is the use of project-based learning technology. Project-based learning technology develops students' ability to solve problems, increasing motivation to receive benefits. But in our country, the technology of project-based learning in geography education has not been widely used.

The purpose of this work is an experimental assessment of the effectiveness of project-based learning technology in teaching school geography.

The experiment consisted of 2 parts: 1) Online survey; 2) an experiment involving 36 tenth grade students, where the students were divided into 2 groups: experimental and control;

The experiment lasted 9 weeks and consisted of 7 lessons and 2 exams. While the experimental group was educated using project-based learning technology, the control group had simple classes. Classes were held in the section "environmental management and geoecology". The final results showed that, on average, the students of the experimental group attended classes more actively and scored an average of 3.07 points higher in the test than in the control group. The difference in scores between these two groups showed that project-based learning technology is an effective teaching tool and can be used in general education schools to deepen students' geographical knowledge and enhance their research abilities.