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The article describes the living conditions, situation and spatial placement of Ukrainian forced migrants in the Czech Republic. As a result of the full-scale Russian-Ukrainian war, almost 370,000 Ukrainians fleeing the war received temporary shelter in the Czech Republic. The research methodology is based on the results of a sociological survey, the purpose of which was to establish the living conditions of refugees in the Czech Republic and their attitudes towards further stay. It has been established that the majority of migrants are concentrated in the capital (Prague), Central Bohemia, Moravian-Silesian and South Moravian regions. Among the migrants, natives from the western regions of Ukraine and the temporarily occupied territories of the south and east predominate almost equally. The key aspects in choosing a place of accommodation were cities where one of the family members worked or the reason was the big cities. Although half of the forced migrants are children, and 4/5 of the adult population are women, almost 70,000 migrants have already started working in official jobs. Despite this level of adaptation, 80% of refugees are determined to return home. Of course, the language barrier was the main problem during adaptation among the immigrants, but the majority are satisfied with the living conditions and the attitude of the Czechs towards them. Ukrainian labour migrants performed a fairly significant economic function in the Czech Republic even before the war, so the mass influx of forced migrants significantly revived the labour market and, due to social benefits, affected the economic situation. The economic effect of refugees is always largely negative, but in a rather short period it is compensated by the rapid adaptation of Ukrainians and the filling of certain sections of the labour market.

The main task of the article is to analyze the dynamics of mortality in Poland and Ukraine and to establish similar regional types of mortality structure by the leading causes. The novelty of this research is to analyze the objects of study from the standpoint of typical regional medical and demographic systems, along with the subsequent typification of administrative units. This approach is due to several factors: the growing rate of migration of Ukrainians to Poland and the similarity of the problems of industrial regions and coastal and mountainous regions. The article presents the results of a comparative geographical study on mortality rates in Poland and Ukraine. The study establishes that the level of mortality is radically different in the two countries. For example, the mortality rate in Poland is 1.4 times lower than in Ukraine. However, Poland is affected by typical problems of European countries, such as an increase in mortality rate from neoplasm and diseases of the digestive and endocrine systems. The leading cause of mortality in Ukraine is cardiovascular diseases, the share of which continues to grow. The highest mortality rates in spatial aspects are recorded in the central and coastal territories of both states, which, together with the analysis of the structure of the leading causes of death according to regions, allow us to remark on similar types of mortality in both states. In accordance, cluster analysis made it possible to identify the high, medium, and low types of mortality structure in both states.

Kherson region has the largest share of irrigated land among all regions of Ukraine. At the same time, it is the largest arid region with a significant area of drainageless massifs. All this contributes to the occurrence of flooding of territories. The main task of the research is to identify modern factors of flooding of settlements in the Kherson region (Ukraine). The goals of the study were to analyze the hydrogeological conditions in the places of flooding, to identify modern changes in the rainfall regime and their impact on the frequency and intensity of flooding in the region, to determine the role of fluctuations in the water level in the Kakhovsky Reservoir and subsequent fluctuations in the groundwater level in regions with a high risk of flooding. The impact of irrigation and water losses from main irrigation canals on the intensification of flooding processes is also considered. Comparative, cartographic methods and GIS modeling were used in the research. It was established that the main causes of flooding are intense torrential rains in the summer-autumn period, in combination with a rise in the groundwater level due to excessive irrigation and fluctuations in the water level in the adjacent reservoir. The results of the research can be used to prevent flooding both in these territories and in others with a similar regime of hydrogeological conditions and economic use of territories.

Geography education at school requires the choice of optimal methods for the formation of subject knowledge, skills and abilities. One of the directions of modernization of the system of geographical education at school is the introduction of computer technologies into the educational process, the introduction and use of effective teaching methods. Today, the priority of universal values is tangible in education. The modern teacher in his work should set such tasks as to be closer and more accessible, more interesting and more effective. Among the common and popular interactive approaches are the following: creative tasks, games (role-playing, simulation and developmental), use of human resources (excursions, invitations of specialists), social projects, use of new material (interactive lectures, video and audio materials, student in the role of “teacher”, Socratic dialogue, questions), problem solving (associative maps, brainstorming, case analysis). Practice shows that the use of the above interactive methods helps to achieve better results in modern education. Recent research shows that interactive learning not only helps the student to easily learn new material, but also to memorize it for a longer period of time.During the geography lesson, students can interact with the teacher and with each other, as well as conduct training individually and at a comfortable pace in extracurricular activities. Joint activity is manifested in the fact that everyone contributes, in the course of work there is an exchange of knowledge, ideas, methods of activity.Today we are at the stage of updating the entire education system, in which the teacher is the facilitator and coordinator of the information flow. He needs to master modern methods and educational technologies to communicate in one language with students. Therefore, for a successful lesson, the teacher must master all possible resources that will help to attract and organize students in the learning process, give them a balanced motivation to learn, as well as create an optimal and comfortable environment for each student’s own ideas and aspirations.Key words: interactive methods, active methods, active learning. Нині ми перебуваємо на етапі оновлення всієї системи освіти, в якій учитель є фасилітатором і координатором інформаційного потоку. Йому необхідно оволодіти сучасними мето-дами та освітніми технологіями для спілкування з учнями однією мовою. Тому для успішного проведення уроку вчитель повинен оволодіти всіма можливими ресурсами, які допоможуть залучити та організувати учнів у процесі навчання, надати їм збалансовану мотивацію до навчання, а також створити оптимальне та комфортне середовище для власних ідей та уявлень кожного учня. Географічна освіта в школі вимагає вибору оптимальних методів формування предметних знань, умінь і навичок. Одним з напрямів модернізації системи географічної освіти в школі є впровадження інтерактивних методів навчання, зокрема з використанням комп’ютерних технологій і ресурсів віртуальних соціальних комунікацій, інтерактивних технологій. Навчальний процес у разі інтерактивного навчання організовується з урахуванням включеності в процес пізнання всіх без винятку учнів класу і максимальної задіяності всіх напрямів формування навчального досвіду. На уроці географії учні можуть взаємодіяти з учителем і один з одним, а також проводити навчання індивідуально та в комфортному темпі в позаурочний час. Спільна діяльність проявляється в тому, що кожен робить свій внесок, у процесі роботи відбувається обмін знаннями, ідеями, методами діяльності. Серед поширених і популярних інтерактивних підходів найбільш доцільними і продуктивними є: творчі завдання, ігри (рольові, імітаційні та розвиваючі), соціальні проєкти, використання нового матеріалу (інтерактивні лекції, відеоаудіоматеріали, учень у ролі «вчителя», сократичний діалог, проблемні питання), розв’язання задач (асоціативні карти, мозковий штурм, розбір кейсів і т.д.). Практика показує, що використання вищевказаних інтерактивних методів допомагає домогтися кращих результатів освітньої діяльності, а навчання із застосуванням комп’ютерних технологій, Інтернет-ресурсів і віртуальних соціальних мереж значно краще організовує учнів у процесі пізнання, надає їм виважену мотивацію для засвоєння знань, а також створює оптимальне та зручне середовище для реалізації власних ідей та прагнень.Ключові слова: інтерактивні методи, активні методи, активне навчання.