Problematics of regionalization in geographical education of higher educational institutions

The purpose of this article is to draw attention to some uncoordinated issues in domestic geographic education, namely the differences in approaches to the regional tourism division of Ukraine and the world, the assignment of individual countries to macroregions, which contradicts the geographical approach, makes it diffi cult for students to perceive, affects the quality of their knowledge. The main material. The disciplines «Tourist geography of Ukraine», «Geography of tourism of Ukraine», «Geography of tourism», «Recreational geography», «Tourist local history» are basic in the cycle of professional training of specialists, bachelors of the specialty «Tourism». They often trace the use of the same conceptual apparatus, the rationale for various provisions, criteria that are the basis for regional zoning. The analysis and synthesis of the scientists’ approaches carried out by the author has found significant differences in identifying tourist and recreational regions, grouping of countries, typology, and gradations of taxonomic units. The proposed schemes of tourist regionalization of the territory of Ukraine and the world differ in their approaches to the substantiation of district-forming factors, and accordingly, the number, names and borders of the selected regions. Sometimes «liberties» are allowed in the definition and operation of the conceptual apparatus. This distinguishes informational presentation, causes confusion, time spending, not inducing the integrity of the world perception. Conclusions and further research. According to the experience of teaching these disciplines, the dependence of the quality of knowledge and skills of students on the degree of integration of the content, forms and methods of instruction has been revealed. The necessity to observe the spatial-geographical approach in regionalization is grounded. The proposed measures will be useful in the formation of future specialists’ competence based on the integration of academic disciplines. The practical signifi cance of this scientific problem is seen in the development of uniform standards for curricula and programs; methodological manuals and recommendations on integration issues in geographical education; respecting the paradigm in the preparation of textbooks and teaching aids, as well as in the process of teaching the relevant disciplines. The study does not exhaust all aspects of the problem and indicates the need for its further development, clarification of teaching methods of various integrated courses, the use of integrated technologies.