This article examines the methodological and pedagogical significance of using toponomic information in geography lessons at higher education institutions. Toponomy, as the study of place names and their historical, linguistic, and cultural foundations, provides valuable interdisciplinary content that enhances students’ spatial thinking, map literacy, environmental awareness, and research skills. The integration of toponomic data into teaching enriches regional geography, cartography, and GIS-based analysis, enabling learners to interpret cultural landscapes and historical processes more comprehensively. The article argues that toponomy supports fieldwork, promotes the preservation of cultural heritage, and fosters student-centered learning. Recommendations are offered for effectively incorporating toponomic materials into university-level geography curricula.

toponomy; geography education; cultural landscape; GIS analysis; place names; higher education; spatial thinking.

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