Introduction. The study focuses on developing research competencies among students through the integration of innovative STEM-based pedagogical approaches in geography education. In response to the societal demand for digitalization and the need to prepare students for solving complex interdisciplinary tasks, the research provides theoretical substantiation and experimental validation of STEM-methodology effectiveness in fostering research skills among 7th-grade students during geography lessons. Methodology and Methods. A quasi-experimental design was implemented with 161 undergraduate students, involving 27 participants from a secondary educational institution. Data collection employed a structured closed-ended questionnaire comprising five core items designed to assess the frequency of research task implementation, student interest in technological approaches, preferences regarding project formats, and perceived didactic effectiveness of STEM integration. The survey was conducted in accordance with bioethics principles, with informed consent obtained from both participants and their guardians. Quantitative analysis included frequency distributions and correlation assessments of respondent preferences. Results. Despite low systematic application of research methodologies in current educational practice - with only 7.4% of students regularly performing such tasks - 92.6% of respondents demonstrated high interest in integrating STEM components into geography education. The majority of students (74%) acknowledged the positive impact of STEM approaches on developing research competencies, while 63% reported their superiority over traditional methods in terms of comprehension and material retention. STEM integration was associated with increased student engagement in technology-enhanced learning formats and collaborative project-based activities. Scientific novelty. The study empirically demonstrates that systematic STEM-methodology application represents a viable model for transforming geography instruction from knowledge-transmission to inquiry-based learning, substantiating the connection between technological integration and enhanced research skill development among secondary students. Practical significance. The findings support the implementation of STEM-enhanced geography curricula to strengthen research competencies, particularly among early adolescents. The model can be adapted for broader subject areas and educational levels, with recommendations for increasing the frequency and consistency of research-oriented tasks through interdisciplinary project design, technological tool integration, and structured mentoring of student investigations.