Abstract
This article presents a theoretical review of international experience in the use of digital tools for teaching innovative urban development in secondary school geography. The relevance of the study is determined by increasing urbanization, the expansion of the smart city concept, the growing significance of sustainable development goals, and the need to develop students’ spatial thinking, digital literacy, and civic competencies in the study of urban topics. The study was designed as a descriptive and analytical theoretical investigation based on a structured review of peer reviewed publications indexed in Scopus, Web of Science, ERIC, and Google Scholar. The review made it possible to identify the main groups of digital tools used in teaching urban topics, including online maps and WebGIS, open urban data resources, urban simulators, mobile AR/VR tools, educational platforms, and citizen science applications. On this basis, the article proposes a typology of digital tools according to their functional and didactic characteristics and formulates the main methodological principles for teaching innovative urban development in school geography. In the context of Kazakhstan, national platforms such as BilimAll and BilimLand are considered as potential digital environments for adapting international pedagogical experience to the local curriculum. The scientific novelty of the study lies in the pedagogical systematization of digital tools for teaching innovative urban development and in the development of a conceptual basis for their integration into school geography. Keywords: school geography, innovative urban planning, digital tools, WebGIS, AR/VR, spatial citizenship, BilimAll.