Аннотация
The application of innovative pedagogical approaches in the teaching of hydrogeology is one of the most important areas of contemporary educational practice. Although digital technologies, modelling tools and active learning strategies have been widely used in recent years, their effectiveness in the context of geography teacher training has not been systematically and fully investigated. This systematic review aims to synthesise research related to the teaching of hydrogeology published between 2020 and 2025. The study was conducted in accordance with the PRISMA 2020 guidelines, 21 relevant articles were selected and analysed via the Scopus database. The novelty of the study lies in its comprehensive examination of pedagogical and methodological approaches to teaching hydrogeological knowledge and their integration with the requirements for training geography teachers. The results show that, although digital simulations, field-based learning and inquiry-based approaches are widely used in the literature, a number of significant gaps remain. In particular, the study identified a lack of theoretically grounded pedagogical models, weaknesses in mechanisms for the systematic development of spatial thinking, and a lack of evidence regarding long-term learning outcomes. The study will propose a comprehensive conceptual model combining digital technologies, experiential learning and interdisciplinary integration for effective hydrogeology education. The findings include recommendations for teachers, educational institutions and policymakers aimed at the systematic and evidence-based improvement of hydrogeology education.