The article analyzes the experience of using Remote Sensing (RS) materials in geography education and presents a structural-content model for teaching school geography developed by the authors based on RS data. The study primarily focuses on integrating RS data into the school geography curriculum, improving existing teaching methodologies, and enhancing the quality of geographic education. In this context, the pedagogical foundations of using RS materials and their impact on learning outcomes are examined. Additionally, the influence of RS materials on the development of students’ competencies is analyzed. Based on a review of scientific studies, the achievements and challenges of integrating RS materials into geography curricula are identified. The development of a structural-content model for applying RS materials in geography teaching made it possible to distinguish and characterize interconnected goal-oriented, content-based, technological, methodological, competency-based, and assessment-result components. The developed model provides a framework for identifying pedagogical mechanisms for the systematic integration of RS materials into educational content. Overall, the proposed model can be applied in geography teaching in Kazakhstani schools. The scientific significance of the study lies in systematizing the pedagogical foundations of integrating RS materials into school geography, while its practical significance lies in the potential application of the developed model in the educational process.