At the moment, it is known that many educational institutions pay great attention to environmental education. Geography is one of the main needs of our time, since environmental issues have acquired civil rights and the ecology of education is the ability of schoolchildren to fulfill their duties as a citizen. From the point of view of the concept of environmental training, the concept of environmental education is that all professional higher education institutions should activate the educational process.

The development of the personality of future specialists is based on their active free work, active models and teaching methods, such as lectures on problems or discussions. It is important for future geographers that they can participate in solving complex environmental problems and make collective decisions. An environmental problem requires the joint work of specialists of different specializations or even groups of professionals of different qualifications.

The study of the subject of geography should be carried out taking into account the causes and consequences of anthropogenic impact on the natural components of the geographic environment. Priority resources can be successfully used with the help of geographic nature data. If you study all the components of the natural complex, they will be combined into one single system. The impact of one of the components of the natural environment will inevitably lead to a change in others. [1]

This article is devoted to an urgent scientific problem - the current state of the Turkestan region and the issues of their teaching in secondary schools. The modern natural and ecological characteristics of the regions is one of the important problems affecting the economic aspects of sustainable development of each region of the Republic of Kazakhstan. Therefore, the organization and formation of new methods of teaching geography for the Turkestan region is timely and relevant. The methodological and theoretical foundations of the article are guided by a close connection with the system of the Ministry of Education and Science of the Republic of Kazakhstan for secondary school education, as well as universality, reliability and other theoretical and methodological principles of scientific disclosure of specific issues. The research work was guided by some legislative and regulatory documents on new directions and research on the topic. In the course of the study, comparative, quantitative analyses were carried out.