Future geography teacher training in Czechia and Ukraine: a comparative analysis of two universities

The purpose of the article is to explore the current experience of geography teacher training in Czechia and Ukraine based on the experience of the University of West Bohemia and V.N. Karazin Kharkiv National University. The main material. In the Czech educational system, becoming a qualified teacher typically involves completing a three-year Bachelor’s program (180 credits) followed by two-year Master’s program (120 credits) while in Ukraine a Bachelor’s program lasts for four years (240 credits) and a Master’s program lasts for one and a half years (90 credits) or 2 years (120 credits). Geography teacher training at the Department of Geosciences of the University of West Bohemia is offered at the Master’s level (following a preparatory Bachelor’s program) and allows for combinations with other teaching subjects. The Bachelor’s program in Geography for Education emphasizes academic preparation in geographic and pedagogical founda­tions, preparing students for advanced study. It includes fieldwork, a research-based thesis, and a state exam. The follow-up Master’s program focuses heavily on geography teaching methodology and includes regionally oriented subjects, three stages of pedagogical practice, and innovative training using a virtual reality-based classroom simulator. The final state exam uniquely simulates real teaching, requiring students to demonstrate both their geographic knowledge and teaching competencies. Geography teacher training at the School of Geology, Geography, Recreation and Tourism of V.N. Karazin Kharkiv National University is offered at both Bachelor’s and Master’s levels through specialized programs combining geographic, pedagogical, and practical components. The Bachelor’s program prepares students to teach Geography, Nature Study, and Economics, focusing on core geographic knowledge, pedagogy, and substantial fieldwork. The Master’s programs offer two tracks – one with a natural science focus and another with an economic orientation – allowing students to deepen their expertise and teaching skills. Both levels emphasize pedagogical practice and conclude with the public defense of a thesis. Conclusions. The analysis of geography teacher training in Czechia (University of West Bohemia) and Ukraine (V.N. Karazin Kharkiv National University) demonstrates both the progress that has been made and the challenges that remain. Both countries have established strong foundations for preparing future geography teachers, with a focus on integrating pedagogy and content knowledge, practical experience, and fieldwork. Looking ahead, further modernization of curricula, increased use of VR technology, and international cooperation will be key to ensuring that geography teachers are well-prepared to meet the demands of 21st-century education.