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In a data-rich and visually mediated world, thematic maps play a central role in communicating information about natural hazards, human impacts on the environment and the use of Earth’s resources. From climate-related risks to land-use change and resource distribution, maps are essential tools for understanding complex geoscientific processes and supporting informed decision-making. Despite this, both research and classroom experience indicate that lots of students struggle with interpreting thematic maps, particularly when tasks require higher-order spatial reasoning and critical evaluation.This contribution presents an educational and research-based framework for developing map literacy through targeted, task-based geography instruction, which can promote a better understanding of natural hazards, human-environment interactions and Earth’s resources in and outside the classroom. Building on a comprehensive map-reading competence model, map literacy is conceptualised as a complex skill integrating visual decoding, analytical interpretation and reflective reasoning about spatial representations.Drawing on materials developed within the ongoing research of the MTA-SZTE Research Group on Geography Teaching and Learning as well as participating primary and secondary school teachers; our team of researchers, practicing teachers and undergraduate students have been designing a structured set of thematic map-based tasks both for primary and secondary education. Besides fostering basic map literacy, the exercises are also planned to address complex topics such as climatic hazards, urban and regional human impacts, and resource-related spatial patterns, and include activities like comparative analysis of multiple maps, spatial decision-making, route planning and collaborative map creation. Both analogue and later on digital formats are used, allowing flexible adaptation to different learning contexts and levels.The ongoing large-scale classroom testing applies pre- and post-assessment designs to investigate learning gains in map literacy, differences across age groups and potential links to reading comprehension and mathematical reasoning. By embedding thematic map use explicitly in education on natural hazards, human impact and Earth’s resources, this study highlights the role of map literacy in fostering spatial thinking, critical engagement with geoscientific information and responsible citizenship.The MTA-SZTE Research Group on Geography Teaching and Learning is funded by the Research Programme for Public Education Development of the Hungarian Academy of Sciences for the period 2022-26.