Interdisciplinary integration in the context of digitalization of education

Abstract

In the context of the digital transformation of the educational space, interdisciplinary integration is becoming a key factor in improving the effectiveness of educational systems. The research is aimed at identifying organizational and pedagogical mechanisms of interdisciplinary integration in the context of intensive digitalization of educational processes. The methodology includes a comprehensive analysis of educational practices using systemic, competence-based and environmental approaches. The empirical base consisted of monitoring data from 127 educational organizations at various levels, a survey of 843 teachers and 2,156 students, as well as the results of a formative experiment conducted on the basis of 17 educational institutions in the period 2021-2023. Four key models of interdisciplinary integration in the digital educational environment have been identified: convergent (efficiency coefficient 0.78), matrix (0.72), network (0.81) and hybrid (0.75). It was found that the implementation of interdisciplinary educational practices in the digital environment increases the level of meta-subject competencies of students by 23.7% and promotes the growth of cognitive motivation (correlation r=0.68, p<0.01). The issue of the optimal ratio of the subject and interdisciplinary components in the structure of educational programs remains a debatable aspect. The theoretical significance of the research lies in the conceptualization of the phenomenon of "digital interdisciplinarity" and the development of a taxonomy of levels of interdisciplinary integration. The practical value lies in the formation of algorithms for managing interdisciplinary educational projects in a digital environment and the creation of tools for evaluating their effectiveness.