The use of virtual reality (VR) technologies in education is a significant tendency in modern teaching practice. Despite the fact that VR has not been adopted in the Kazakhstani education system extensively, it is used more and more, especially in geography education. The systematic review is a synthesis of all available studies on VR application in geography instruction, specifically focusing on the environmental subject matter and natural resources management in recent times (2019-2024). After the PRISMA methodology and using the Scopus database, 33 relevant studies were found and examined. The originality of this review is its pedagogical and methodological orientation towards immersive technologies: a field that has not been integratively examined very much. The results indicate that the literature has major gaps, such as the lack of theory-based pedagogical models, inadequate focus on ethical and infrastructural complications, and a lack of evidence as to the long-term learning outcomes. The paper postulates a research agenda and an integrative conceptual framework about the connection between immersive learning environments and cognitive growth, environmental awareness, and spatial thinking. The findings are supposed to help teachers, decision-makers, and schools to integrate the use of VR technologies in a systematic and pedagogically well-grounded manner.

The rapid development of innovative learning technologies in recent years has served as a basis for the transition from traditional teaching methods to interactive, learner-centered approaches. Among such methods, gamification is recognized as a promising pedagogical tool aimed at increasing students’ interest, motivation and engagement in learning. This article proposes a systematic literature review (SLR) of research on the use of gamification in school geography teaching. This review followed the PRISMA protocol and PICOS criteria to ensure transparency and reproducibility. The purpose of the study-Evaluating the effectiveness and directions of gamification in geography lessons and identifying problems arising in the process of its implementation in practice. The research was based on the PRISMA methodology. The search in the international databases Scopus and Google Scholar initially resulted in 22,712 documents. After refining the search, duplicates and irrelevant papers were excluded and 40 scientific articles published between 2019 and 2024 were analyzed in depth. VOSviewer software was used to visualize bibliometric connections and thematic clusters. The results showed that gamification has a positive effect on students’ cognitive development, motivation and spatial reasoning. However, the use of subject-specific digital tools, adapting content to match students’ learning styles, and assessing long-term changes in motivation have not been sufficiently explored. Experience with interactive maps, mobile applications and VR/AR technologies, especially in geography, is rare. Infrastructure, teacher training and challenges of adaptation in rural school settings also require attention. The results show that gamification has a positive effect on students’ motivation and cognitive development, but the limitations are related to the small number of empirical studies and insufficient representation of developing countries. Future research should evaluate the long-term effects of gamification and the possibilities of its wider application in geography teaching.