Abstract
The article systematically analyzes the current state of teaching natural hazards in the context of school geography and proposes an author's model aimed at developing students' functional literacy. The study reveals that the content and methodology of teaching natural hazards in Kazakhstan still prioritize theory and lack practical algorithms. Initial diagnostics showed that while students' cognitive knowledge was average, their practical and psychological preparedness was low. To address this gap, a competency-based learning model consisting of six components was developed based on a comparative analysis of Japan, New Zealand, and the United States.The scientific novelty of the model lies in the adaptation of natural hazards to regional characteristics, the consideration of geography as an integrative core of safety education, and the systematic implementation of a component for the development of practical simulations and psychological resilience. The presented model has been experimentally tested at School No. 42 in Almaty. The results of the repeated diagnostics have shown an improvement in theoretical knowledge in the experimental group, the formation of practical activity algorithms, and an increase in psychological reliability in emergency situations. The effectiveness of this model has been proven by its ability to transform knowledge into action.The research results provide a scientific and practical basis for the transition of the education system from the information paradigm to a competence-based approach, substantiating the need to restructure the content of the geography subject in a functional direction. The proposed approach is considered as a specific pedagogical solution aimed at fostering a culture of safety at the school level.