UDC 372.891

Sattarova G.A.¹ (Ufa, Russian Federation) – satt-gu@rambler.ru; Suleymanova A.B.¹ (Ufa, Russian Federation) – aigul76-22@mail.ru; Litvinova S.A.¹ (Ufa, Russian Federation) – litvinovaSA@uust.ru; Bakieva E.V.¹ (Ufa, Russian Federation) – ev-bakieva@mail.ru; Tagirova A.I.¹ (Ufa, Russian Federation) – tagirovaazaliia@gmail.com

¹Ufa University of Science and Technology

Abstract. The article is devoted to an urgent problem of modern school geography education – the transition from a descriptive, factual presentation of the material to a deep analysis of cause-and-effect relationships. The thesis is substantiated that it is the understanding of the interdependence between natural and socio-economic phenomena that forms students’ holistic scientific worldview and develops systemic thinking, without which neither forecasting processes nor sound management of territorial development is possible. The paper reveals the essence of cause-and-effect relationships in relation to geography, emphasizing their special importance in the socio-economic block of disciplines studied in high school. A detailed classification is also proposed: from the dependence between the historical development of the country and the modern structure of the economy to the influence of the geopolitical situation and technological processes on the location of production. Each type is accompanied by vivid examples (Great Britain, Singapore, Japan, etc.), which contributes to the better consolidation of acquired skills due to the imagery of presentation. The article is particularly valuable for analyzing the typical difficulties faced by schoolchildren in learning cause-and-effect relationships. The main barriers are systematized in tabular form: the underdevelopment of abstract thinking, the inability to work with ambiguous factors, the lack of a systematic approach and the passive nature of learning. It is noted that the traditional method, focused on memorizing and reproducing information, does not form analytical skills. In contrast, specific pedagogical techniques are proposed: the problem method, comparative analysis, modeling, working with maps and research tasks. The methodological finding of the article is the distinction between two processes: the assimilation of “ready–made” connections and the formation of the skill of their independent establishment. In conclusion, it is emphasized that the knowledge test should go beyond the memorized text, requiring the student to rethink the material and apply it to a new practical task.

Keywords: geography, school geography, socio-economic geography, causal relationships, cognitive activity.

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For citation: Sattarova, G. A., Suleymanova, A. B., Litvinova, S. A., Bakieva, E. V., & Tagirova, A. I. (2026). The role of studying cause-and-effect relationships in economic geography lessons. CITISE, 2, 529–541. (In Russian).