The article examines the main features and methodological techniques of gamification in the educational process in the study of geography in general educational institutions as a whole and in Year 10 in particular. The purpose of the article is to explore the key features and methodological techniques of gamification in the educational process of teaching geography in Year 10 of general secondary education institutions, to enhance students’ motivation, develop their critical thinking, and foster their geographical competence. The study primarily employed theoretical methods, including analysis, synthesis, generali- sation, and interpretation of scholarly sources on gamification in education, methods of teach- ing geography, and educational psychology. In addition, the method of conceptualising advanced pedagogical experience was applied, which made it possible to identify effective techniques and approaches for integrating game-based technologies into the process of teaching geography in Year 10. It has been shown that gamification, as an innovative method, integrates game elements into the educational process and allows a significant increase in the level of interaction of students with educational material, stimulating them to search for information, analysis and criti- cal thinking. The use of gamification in teaching geography allows creating a dynamic and mo- tivating environment in which students actively work with maps, statistical data and various in- formation resources, which contributes to a deeper understanding of complex geographical con- cepts and terms. It is emphasised that gamification in the geography learning process can perform several important functions at school, including: engagement in the educational process, motivation for achievement, development of students’ critical thinking, cooperation and teamwork, and consol- idation of material through repetition. The expediency of using such methods of gamification in teaching geography as geograph- ical quests, geographical quizzes, geographical puzzles, the use of maps and interactive tasks, modelling situations and simulations, online platforms and applications, thematic projects and competitions, interactive expeditions and research, is substantiated. Particular emphasis is placed on the expediency of using gamification in the study of geography in Year 10, which con- tributes to a deeper understanding of geographical processes, structure and phenomena in the study of countries and regions. Gamification creates a lasting interest in geography as a science. The integration of gamifi- cation into the educational process promotes a lasting interest in geography. Game elements can make students interested not only in the facts and statistics they learn, but also in understand- ing the relationships between natural, social and economic processes. Deeper immersion in the learning material through games allows students to better appreciate the importance of geogra- phy as a scientific discipline that has a direct impact on the modern world. It aids in improving learning through interactivity, actively engages students in the learning process through interactive methods that allow them to interact with the learning material. The use of maps, online quizzes, simulations and other interactive tools enables students to better un- derstand and remember complex geographical concepts. Interactivity allows testing knowledge in practice, which ensures the effectiveness of the material. The conclusions highlight that the use of game-based learning in geography has significant potential for developing students’ cognitive interest and improving their knowledge and skills, and any game-based methods, due to their interactivity, can make the geography learning pro- cess more exciting and motivating.