The aim of the present study is to investigate the effectiveness of a proposed digital unit in risk geography according to the Science, Technology, and Society and Environment (STSE) STSE approach for developing geographical reasoning among first-year secondary school students. To achieve this goal, the semi-experimental approach was employed: one-group pretest-posttest design. In addition, the research sample was selected randomly, which included 30 female students in the first year of secondary school. The findings of the research have proved the effectiveness of the proposed digital unit in risk geography, according to the STSE approach, in developing geographical reasoning among the students of the first year of secondary school. Accordingly, the research has recommended that the researcher need to design training programs to practice geographical reasoning skills, targeting first-year secondary school students.