The article discusses the use of problem-based learning technology in teaching geoecology in school geography. The growing importance of environmental literacy today creates a need to promote students' deeper understanding of the topic and increase their interest through the integration of innovative pedagogical approaches. The purpose of the work is to test the effectiveness of problem-based learning technology in increasing students' understanding of geoenvironmental concepts, developing critical thinking skills, and encouraging active learning.

The importance of this study is to expose students to real-world research-based learning experiences using the mentioned technology in solving complex environmental problems. At the same time, to create the basis for raising an environmentally competent generation, ready to solve the problems of today. The study used a mixed methods approach, combining qualitative analysis of student perceptions, pedagogical observations, and quantitative assessment of learning outcomes. This involved the development and implementation of problem-based learning modules tailored to geo-environmental themes, followed by careful evaluation and refinement based on feedback and data analysis.

The considered intermediate results show that the introduction of problem-based learning technology in a geoecology lesson increases student engagement, promotes group learning, and improves conceptual understanding. Additionally, students demonstrated high motivation and independent problem-solving skills when solving scenarios based on real-life problems. These results demonstrate the effectiveness of problem-based learning technology as a transformative tool for promoting environmental education in school geography. This study provides empirical evidence of the benefits of problem-based learning technology in geo-environmental education. Provides insight into effective teaching strategies, curriculum design principles, and assessment methodologies to optimize student learning outcomes and promote environmental stewardship.

The practical significance of the article concerns teachers, curriculum developers seeking to improve the teaching of geoecology in school geography. Using problem-based learning technology, educational institutions can create dynamic learning environments that prepare students to effectively solve real-world environmental problems. In addition, the integration of technological pedagogy is in line with modern educational trends and promotes the formation of skills necessary for development in the 21st century.