Methodology for Organizing Online Geography Lessons Based on the STEAM Approach (Experimentally and Statistically Substantiated)

Abstract

In this article, a methodology for organizing online geography lessons based on the STEAM (Science, Technology, Engineering, Arts, Mathematics) approach was developed, and its effectiveness was statistically substantiated through experimental research. A quasi-experimental design was applied in the study, involving two groups (control and experimental, total n = 128 students). For the experimental group, interactive modules based on STEAM integration (digital maps, GIS elements, problem-based projects, visual design tasks, and mathematical analysis components) were developed and implemented during a 12-week online course. The results showed that the academic achievement indicator in the experimental group was on average 24.6% higher compared to the control group (p < 0.05). The level of spatial thinking increased by 18.3%, and problem-solving competence increased by 21.4%. The students’ learning motivation index increased from 0.72 to 0.84 (according to the Likert scale). Student’s t-test and analysis of variance (ANOVA) were used in the statistical analysis, and the results were found to be statistically significant (p ≤ 0.05). The research findings demonstrated that online geography lessons organized on the basis of the STEAM approach serve as an important methodological tool for developing students’ interdisciplinary thinking, enhancing their analytical and creative competencies, and strengthening the effectiveness of digital education. The developed methodology is recommended as a practical model for implementing a competency-based approach in a digital learning environment.