Abstract
This article examines the theoretical and methodological foundations for developing a competency-based model to prepare future geography teachers to organize geography clubs. The aim of the study is to propose a scientifically grounded model for developing future geography teachers’ readiness to organize extracurricular activities, specifically geography clubs. In the modern educational landscape, teacher training is not limited to subject-specific knowledge but is characterized by the ability to effectively organize club activities aimed at developing students’ cognitive activity, a culture of inquiry, and environmental values. The study employed theoretical analysis, modeling, comparative analysis, and empirical methods. Specifically, a survey was conducted among 164 students enrolled in the “Geography” educational program at eight teacher-training higher education institutions in Kazakhstan to determine their level of participation in extracurricular and club activities, as well as the state of their professional training. The survey results showed that students recognize the significant impact of extracurricular activities on professional development; however, methodological training for organizing geography clubs remains insufficient. As a result of the study, a competency-based training model was proposed, comprising research, professional-practical, innovative-digital, and ecological-social components. The proposed model is aimed at the comprehensive development of future teachers’ organizational, research, and methodological competencies. The results of the study can be used to improve the system of professional training for geography teachers and to enhance the effectiveness of club activities in schools.