This article comprehensively examines the theoretical, methodological, and practical foundations
of teaching the activities of international organizations to upper secondary school students through the
geography curriculum. In the context of contemporary globalization, as the influence of international
organizations on global social, economic, and political processes continues to grow, the systematic
inclusion of their activities in school geography education has become an urgent issue. The study
substantiates that teaching international organizations contributes not only to students‘ subject
specific knowledge but also to the development of their functional, civic, and social literacy.
The article demonstrates ways to enhance students‘ spatial thinking skills through the use of
cartographic-analytical methods, case-based tasks, research projects, and digital resources. The
authors prove the effectiveness of analyzing the activities of international organizations in the
teaching process from the perspectives of functionalist theory, the concept of global spatial
organization, and the ideas of sustainable development. The activities of international structures such
as UNESCO, the United Nations, the World Health Organization, and OPEC are used as concrete
examples, and their roles in addressing global challenges are explained in connection with
geographical space.
The research findings show that teaching international organizations in geography lessons fosters
students‘ civic responsibility, commitment to peace, culture of cooperation, and global thinking. In
addition, such content promotes the development of skills in analyzing, comparing, evaluating
information, and applying knowledge to real-life situations. The proposed approaches are considered
an effective educational direction for explaining social stability and global trends within school
geography