The aim of this study is to determine the important and methodological aspect of examining the population migration patterns of distance education and university students' geography course. 420 university students who continue their education in Kazakhstan participated in the research in the spring term of 2020-2021. Scanning method was used in the research. In the research, a measurement tool called the general opinion measurement tool for the geography lesson, which was developed by the researchers and collected by taking expert opinion in the field of geography, was used. In the research, a 4-week online seminar was organized to increase the views of university students about the geography lesson, and training was given over Microsoft Teams, the interview form was collected with electronic forms after the seminar. The collected data were analyzed using spss program. According to the results of the study, it was concluded that university students' inclination to geography course is higher than male students, university students are familiar with the system for 1-3 years, their inclination to distance education systems is high and population migration patterns are learned well with this system. Keywords: University Student, Distance Education, Geography ,Lesson, Kazakhstan;

Use of technology in education enables students to be motivated and eager to participate in the lesson and is also a more effective tool in increasing motivation, encouraging students to the lesson and understanding the sub-ject. The aim of this study is to determine the views of secondary school students on the use of technology in geography lessons. Qualitative re-search method was used in this study. Semi-structured interviews were car-ried out with 32 students who took geography lessons in Kazakhstan dur-ing the 2018-2019 academic year. The semi-structured interview form de-veloped within the scope of this research was used as a data collection tool. Results of the study showed that secondary school students found tech-nology effective and funny to use in geography lessons. Projections, com-puters, tablets and smart phones were specified by the students as useful technological tools for teaching geography. Results of the study were dis-cussed with relevant literature and important implications for further re-search and practices were presented.

The purpose of this research; evaluates the methodological aspects of the study of modern geoeconomic processes in the school geography course from the perspective of future biology teachers. This research was designed in the qualitative research method and the data were evaluated in accordance with the qualitative method. 32 future geography teachers studying in geography teaching departments of various universities in Kazakhstan constitute the sample group of the research. A semi-structured interview form was used as a data collection tool in the research. As a result of the research; geography teachers were asked about their perceptions of the concept of geoeconomics. It was determined that they gave the answer to the relationship between geography and economy. The majority of future geography teachers participating in the research; they stated that they partially received geoeconomics training during the teacher training process at the university. The vast majority of teacher candidates; stated that they support the inclusion of modern geoeconomic processes in the school geography course. When future geography teachers were asked for their suggestions on methodological steps in the study of modern geoeconomic processes in a school geography course, the vast majority of prospective teachers; they answered that geography education should be associated with geoeconomics, global economy education should be given and technology education should be given on the basis of economy and geography. Keywords: Geoeconomics, geography, prospective teachers;

Technology is used in every country in the world, in every field. The number of technology-supported trainings in which students are active is increasing day by day. Computers and the Internet are the most widely used technologies in geography lessons today, as in every field. In this research, it is aimed to determine which technologies are used in geography lessons; how often these technologies are used; and if there are problems experienced in this process, what are they. In order to achieve this aim, open-ended questions were applied to 12 geography teachers working in 12 different schools and 40 students taking this course. As a result of the study, it was concluded that the technological tools used in geography lessons are limited. It is stated that among the problems experienced by the teachers, the infrastructure of the school is not suitable for technological tools, and the deterioration in technological tools creates problems. It was concluded that teachers frequently use technological tools. It has also been concluded that the most used technological tools are smart boards and projection devices. The results for the students are quite sad. Students stated that they want to use technological tools more frequently in their lessons and that their learning is more permanent in this way.   Keywords: Geography, technology, competence, assessment and evaluation, student, geography teacher, education;