Abstract
The article examines the scientific and methodological foundations of using design thinking technology in the process of developing professional competencies of future geography teachers. Modern teacher education requires not only subject knowledge but also the ability to creatively solve educational problems, design learning environments, and apply innovative pedagogical technologies. In this regard, design thinking is considered as an effective tool for improving the professional training of future teachers. The purpose of the study is to theoretically substantiate and develop a methodology for applying design thinking technology in the professional preparation of future geography teachers. The research employed methods of scientific literature analysis, comparative pedagogical analysis, educational modeling, project design, observation, and expert evaluation. As a result of the study, a methodological model based on design thinking was developed aimed at forming professional competencies of future geography teachers. The proposed model includes the stages of empathy, problem definition, idea generation, prototyping, and testing. The study revealed that integration of design thinking into the educational process contributes to the development of students’ design, research, communication, and reflective skills. The practical significance of the research lies in the possibility of applying the developed methodology in teacher education programs, methodological disciplines, pedagogical practice, and project-based learning activities of future geography teachers.