Abstract
Introduction Rapid urbanization, digitalization, and sustainability challenges require school geography to move beyond descriptive approaches toward analytical, technology-supported learning about urban systems. This study developed and evaluated a methodological framework for integrating smart and sustainable city concepts into secondary school geography through a place-based elective course focused on Almaty, Kazakhstan. Methods The framework was implemented in a 34-hour ninth-grade elective course, Geography of Cities: Almaty, combining a content-structural model, local case studies, authentic urban datasets, Google Earth materials, and mobile learning activities delivered through the Bilim All application. A quasi-experimental design compared experimental and control groups. Data were collected using a baseline diagnostic test, a post-intervention achievement assessment, student questionnaires, and classroom observations. Between-group differences were examined using the Mann–Whitney U test. Results The experimental group achieved higher post-intervention scores than the control group across all seven assessed content areas. Statistically significant differences were found in each area, with the largest gaps in demography and urbanization, settlement classification, and functional zoning. Functional zoning and urban functions nevertheless remained comparatively challenging, indicating persistent difficulties with applied map-based and data-based reasoning. Discussion The findings support the value of a technology-supported, place-based framework for urban geography education and provide practical guidance for integrating local data, digital tools, and urban case analysis into school curricula. Because intact classes and non-random group assignment were used, the results indicate a significant association with improved learning outcomes rather than definitive causal effectiveness.