Introduction. Local geography competence is not simply knowledge about one’s native region; it is the result of specially organized activities that develop students’ ability to use information to analyze, plan, and forecast their own activities. The lack of scholarly attention to the factors determining the development of this competence complicates the selection of effective teaching strategies for content and methods. The purpose of this article is to identify and evaluate the factors determining the development of local geography competence in schoolchildren, summarize and clarify them.
Materials and Methods. The study follows learner-centered, activity-based, competency-based, and local history approaches. Survey participants included geography teachers from the Republic of Bashkortostan (RB), the Karachay-Cherkess Republic, and Omsk Oblast, students from the M. Akmulla Bashkortostan State Pedagogical University, and schoolchildren from secondary education institutions in the RB.
Results. The article analyzes the educational, methodological, and technological aspects of incorporating local history materials into secondary school and supplementary education curricula. The results of research investigations by Russian and international authors on the essence and educational value of local history are summarized. The empirical stage reveals teachers’ perceptions of the significant factors in developing local geography competence, preferred topics for extracurricular activities (grades 5-8), the implementation of geography content in extracurricular activities, and the challenges of organizing them. Schoolchildren’s perceptions of the importance of project-based research activities are also revealed. Significant factors determining the development of schoolchildren’s competence are identified. It is proposed to consider factors external to the individual as priority and primary, as well as how pedagogical conditions contribute to the formation and development of local geography competence.
Conclusions. The study has identified external and internal factors that determine the development of students’ local geography competence at the basic stage of secondary education. The findings highlight the primary importance of external environmental factors, which should be considered as teaching conditions that facilitate the formation and development of local geography competence, as well as fostering of a value-based and responsible attitude toward the Earth.