PEDAGOGICAL ASPECTS OF TEACHING NATURAL HAZARDS IN SCHOOL GEOGRAPHY COURSE

As widely acknowledged, the frequency of natural disasters has significantly increased across many countries, and the number of environmental threats is increasing annually. Their consequences cause significant damage to human life and the social environment. Nowadays, various countries are developing comprehensive mechanisms to prevent natural threats. In this context, education about natural hazards plays a crucial role. Therefore, if school geography provides students with systematic knowledge about natural hazards, their functional literacy will improve, they will develop skills in taking concrete actions in emergency situations and preventing disasters. This article is based on a comprehensive scientific analysis of the significance, features, pedagogical-psychological aspects of teaching natural hazards in school. The study aims to identify the pedagogical and psychological characteristics of teaching natural hazards and their importance in developing students' knowledge, skills, and competencies. The study uses content analysis of regulatory documents, scientific research, and expert evaluation methods. Developing students’ understanding of environmental phenomena and their learning about different types of natural hazards should not be limited to theoretical knowledge but should also focus on developing practical skills, psychological preparedness, ecological awareness. The research objectives include analyzing the state of teaching natural hazards in school and developing pedagogical and psychological methods to enhance students’ functional literacy and practical skills. The findings assist in developing individuals with high functional literacy, systematic knowledge and skills in the field of natural hazards.