Аңдатпа
A person’s competence consists of understanding the essence of a problem, as well as possessing the skills of its practical solution, using the solution method that best suits a specific situation. The ability to solve a problem is an important aspect of developing geo-environmental competence in students during the learning process. The article considers the importance of STEAM approach for the development of 21st century skills in students and its impact on geo-environmental problem solving in the educational process. The hypothesis of the study suggests that STEAM approach promotes the development of geo-environmental problem solving skills. The methods included a Quasi Experiment with preliminary and final testing. The control group used the Problem Based Learning (PBL) method of learning, while the experimental group used the Project Based Learning (PjBL) method with the integration of the STEAM approach. The findings demonstrated a notable enhancement in the performance of participants in the experimental group. The integration of the STEAM approach not only increased the level of knowledge, but also contributed to the development of key skills, such as critical thinking, creativity and teamwork, as well as significantly increased students’ motivation, their activity in problem solving and involvement in group projects. Special emphasis was placed on project activities where students analysed real environmental problems and developed solutions with an interdisciplinary approach. This contributed to a deeper understanding of the subject and practical application of theoretical knowledge. The study showed significant effectiveness of the STEAM approach for teaching geo-environmental disciplines. Despite the limitations associated with a small sample, the proposed approach confirms its relevance to the modern education system and is recommended for implementation in other educational programmes. Keywords: geo-environmental problem solving, STEAM-approach, competence, geo-environmental issues, critical thinking.