The master’s thesis examines the possibilities of integrating drama pedagogy into primary school geography instruction and its impact on the learning process, students’ understanding of subject content, and the development of key competences. The theoretical part outlines the fundamental principles of drama pedagogy, its historical development, and relevant pedagogical-didactic concepts. An analysis of the revised geography curriculum was conducted to identify content areas that enable meaningful interdisciplinary integration with drama-based techniques. In the empirical part, three models of instructional units based on selected drama pedagogical methods were designed and implemented. Their effects were evaluated through a student questionnaire, with the findings indicating that the inclusion of drama-based approaches enhances student motivation, deepens understanding of geographical content, promotes collaborative learning, and contributes to the development of critical thinking, spatial awareness, and empathy. Students perceived this approach as more meaningful, experiential, and inclusive compared to traditional forms of instruction. Drama pedagogy thus represents an effective didactic approach for contemporary geography teaching, as it enables holistic, problem-based, and participatory learning while fostering connections between knowledge and real-world social and spatial processes.
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