Integrative Teaching Approach in the “Applied Integrated Sciences” Section of the Biology Course

Abstract

This article explores the issues of integration in the education system, including the implementation of interdisciplinary programs and courses. Particular attention is given to the theoretical foundations and practical aspects of integrating general and professional education, as well as the impact of interdisciplinary teaching on the learning process. The study examines the three levels of interdisciplinary teaching proposed by M. N. Berulava: general methodological, general scientific, and specific scientific, along with the pedagogical challenges identified by A. Ya. Danilyuk that hinder its implementation. Key difficulties hindering the successful implementation of interdisciplinary teaching in the country's education system have been identified. These include significant time required to prepare interdisciplinary lessons, lack of methodological materials, dense curricula, and the passivity of some educators. It is emphasized that for the successful introduction of interdisciplinary teaching, teacher training programs in universities should focus on professional development, particularly on project and research activities. The article highlights the importance of developing integration skills that align with the requirements of the modern educational environment and the needs of 21st-century society. For effective integration approaches, collaboration among learners, curriculum updates, and the development of specialized methodological materials are essential.