The article examines the role of the school geography course in the implementation of the
Sustainable Development Goals (SDGs) in the educational process. The integration of the
Sustainable Development Goals (SDGs) into the educational process is an important area of
pedagogy that contributes to the formation of students' conscious attitude to global issues. The
SDGs developed by the United Nations represent universal benchmarks for achieving the
development of society and the economy, as well as the preservation of the environment. The SDGs
are aimed at protecting the planet and nature, taking into account the well-being of all people and
have the opportunity to implement them. The inclusion of the SDGs in the educational process
contributes to the education of a new generation capable of consciously and responsibly
approaching the formation of a sustainable future. In-depth study of the SDGs within the framework
of geography opens up new horizons for learning, combining academic knowledge with the life
skills necessary to build a sustainable future. Geography, as an integrative science, provides ample
opportunities for students to develop systematic thinking, environmental culture, and awareness of
the interrelationships between natural, social, and economic processes. Special attention is paid to
the development of methodological approaches and pedagogical technologies that contribute to the
formation of students' subject competencies through the study of key aspects of the SDGs.
Examples of integrating the SDGs into educational topics such as climate change and ecosystem
conservation are given. The methods of project and research activities that help students apply their
knowledge in practice are considered. As a result of studying geography through the lens of the
SDGs, schoolchildren are becoming aware of the global challenges of our time, their level of social
responsibility and their ability to make environmentally oriented decisions are increasing.