Methodological foundations of geography master's degree students' training in Ukraine: statistical monitoring and geospatial transformation (2020–2025)

Abstract

The article is devoted to a comprehensive study of the transformation processes within the system of professional training for master's degree students majoring in specialty А4(014) Secondary Education, with a particular focus on subject specialty А4.07(014.07) Secondary Education (Geography) in Ukraine during the period of 2020–2025. The primary objective is to identify the fundamental patterns of geospatial differentiation within the national educational network and to provide a scientific justification for a methodologically stable model for the functioning of this specific higher education link. This research is conducted against the backdrop of significant and unprecedented exogenous challenges, including the global COVID-19 pandemic, the impact of the full-scale military invasion, and profound demographic shifts that have altered the educational landscape of the country. Methods. The research methodology is constructed upon a synthesis of systematic statistical monitoring of data retrieved from the Unified State Electronic Database on Education and advanced geospatial modeling implemented through the application of Geographic Information Systems (GIS technologies). The study utilizes methods of systems analysis to investigate the dynamics of admission campaigns over a five-year period. Furthermore, the cartographic method is employed to visualize territorial shifts and the relocation of educational hubs, while correlation analysis is applied to test various hypotheses regarding the viability and sustainability of different educational program types. Results. The study established that the network for training geography master's students has undergone a significant transition from a phase of extensive expansion (2020–2021) to a period of radical resource concentration by 2025. A distinct trend towards the consolidation of the mono-profile training model was identified, with its share increasing. This trend indicates a strategic choice by universities to preserve the classical professional school as the most resilient and viable organizational form during times of acute crisis. Through a series of original cartographic schemes developed by the author, the study recorded the movement of "methodological centers" and the emergence of "methodological degradation" zones in the eastern and southern regions of Ukraine. Simultaneously, a hyper-concentration of applicants was observed in central and western regional hubs. Particular emphasis is placed on the Zhytomyr scientific and methodological school, which has demonstrated exceptional stability and resilience due to its successful digital transformation and the consistent preservation of its professional identity. Conclusions. It is proved that the stability and effectiveness of training future geography teachers at the master's level under modern conditions are directly dependent on the ability of higher education institutions to integrate STEM-oriented methodologies and GIS platforms without compromising the content depth of professional training. The author proposes a model for a methodologically stable educational network, which involves supporting viable regional hubs, developing "mirror" digital programs, and optimizing the territorial structure of personnel training to meet the requirements of the New Ukrainian School. The study emphasizes that the training of future geography teachers remains highly sensitive to state regulatory policies, which necessitates a flexible and adaptive combination of budgetary support and innovative contractual offers. The results provide a foundation for strategic planning in pedagogical education amidst ongoing instability.