Keyword: «interdisciplinary integration»

The urgency of the presented research is conditioned by the need to ensure the fundamental character of education in a university and to eliminate contradictions in the system of professional training of specialists in applied mathematics, fundamental computer science and programming. The main idea here is full use of interdisciplinary integration potential, implemented with the introduction of modern information technologies into learning process. It is shown, that in the solution of the formulated problem, a significant role is played by training courses, their subject of study are mathematical models based on interdisciplinary integration. An example of such integrated disciplines is a course devoted to the fractal sets elements theory. At the same time, an optimal combination in the content of teaching theory, abstraction and realization is proposed. Thus, the aim of the study is to construct a methodological system for teaching the fractal sets elements theory as a component of future specialists in the field of applied mathematics, fundamental computer science and programming fundamental training system. As a result of the experimental research having been carried out since 2010 and the experimental teaching of the course " Fractal sets elements theory ", various methodological approaches to the study of the proposed course contents by students of various specialties have been formed. All developed approaches contribute to the development of students’ research competencies through an appropriately constructed system of tasks that helps students to acquire a system of thinking, the ability to structure and analyze information, draw conclusions, reason, and think creatively. In the process of teaching fractal geometry, the motivational, cognitive, developing, controlling, control-evaluation and other functions of the learning process are performed, interdisciplinary skills are established and developed. Students master mathematical methods of research, comprehend methodology of mathematical models, understand the interrelationships of scientific methods, approaches and techniques developed in different fields of knowledge, and that contributes to the development of their scientific world outlook.

Interdisciplinary integration is the main goal of work to improve the learning process through the synthesis of various knowledge. The relevance of this work is determined by the complex problem of the development of integrative thinking of schoolchildren on the basis of a single interdisciplinary system. The article considers fragments of lessons with elements of integration of biology and chemistry.

The relevance of the research is determined by the society and the state needs to reform the system of training students at pedagogical universities in terms of developing their readiness to implement the interdisciplinary content of general education in their future professional activities. The aim of the article is to substantiate the relevance of interdisciplinary research by students of pedagogical universities as one of the ways to prepare them for the implementation of interdisciplinary content at the level of general education. When writing the article in the theoretical part, an analytical review of the literature was done with the results of research by domestic and foreign scientists on the problem of implementing the content of higher education on an interdisciplinary basis, according to which a theoretical analysis of the concept of "interdisciplinarity" was given and the importance of "horizontal" and "vertical" interdisciplinary integration as complementary ways of organizing interdisciplinary research was determined. In the practical part, a questionnaire method using an electronic data collection form was used to solve the research problem. In the period from September 05 to September 20, 2024, employees of the Perm State Humanitarian Pedagogical University interviewed 126 teachers, 1117 students of pedagogical universities and 636 teachers of other educational organizations. The results of the survey indicate the presence of a number of problems in pedagogical universities, among them: insufficient readiness of teachers and students to implement interdisciplinary research; misunderstanding of the essence of vertical interdisciplinary integration and its importance in the formation of the personality of a future teacher by all groups of respondents and, as a result, underestimation of the expediency of conducting interdisciplinary research in pedagogical universities by students and teachers. The theoretical significance of the study lies in the fact that the authors of the article consider interdisciplinary research as one of the forms of training graduates of pedagogical universities to solve professional problems in future teaching activities. The provisions of the article can be used to substantiate the reform and further design of the system of training students at pedagogical universities in terms of forming their readiness to implement the interdisciplinary content of general education in their future professional activities through participation in interdisciplinary research.

The article suggests turning to the pedagogical ideas of Froebel and the Theory of Inventive Problem Solving (TRIZ) by G. Altshuller with the aim of adapting them to new learning models, including foreign language lessons. Neither of these technologies has yet been adapted to the subject of "Foreign Language" in primary school, which underlies the relevance and novelty of our research. The purpose of the article is to demonstrate a system of work in English language classes for primary school pupils based on the conceptual provisions of "Froebel's Gifts" and TRIZ-based learning, which are based on the development of creative thinking. Pedagogical renovation will allow us to rethink the unique past experience and adapt it to new educational principles. The value of these two technologies lies in the fact that they provide an opportunity to reveal the child's creative potential. They are united by innovation and a student-centered model of education. This is expressed in the system of conducting classes, methods and techniques, the main goal of which is the principle of creative teaching. The theoretical significance of the article lies in the adaptation of the classical pedagogical concepts of Friedrich Froebel and the Theory of Inventive Problem Solving (TRIZ) of Genrikh Altshuller to modern educational realities. The article presents a synthesis of these concepts, which combine approaches to the development of creative thinking in primary school pupils in the process of learning foreign languages. An important contribution is the justification of the relevance of old theories in the era of information technologies, which proves the viability of Froebel's pedagogical ideas and their potential to stimulate the creative thinking of students, which has theoretical value for subsequent research in the field of pedagogy and the psychology of creativity. In addition, it is theoretically significant that TRIZ, traditionally used in technical sciences, is considered in this work as a tool for developing divergent thinking in the field of linguistic education. The practical significance of the article is manifested in the proposed methodology for using "Froebel's Gifts" and elements of TRIZ in foreign language lessons in primary school. The article provides examples of specific exercises that help develop not only lexical and grammatical skills in children, but also their creative abilities. The practical results of the study show that the use of interdisciplinary integration and game-based methods increases the interest of primary school pupils in learning and contributes to a better understanding of the educational material, as well as the development of skills in solving creative problems, which can be useful for teachers in developing effective educational programs.

In the context of the complexity of law enforcement practice and the growing requirements for the professional competency of lawyers, the development of a comprehensive, psychologically grounded approach to solving professional tasks becomes particularly relevant for future specialists. The study of the process of formation and development of the discipline "Legal Psychology" in Russia allows not only to reconstruct the historical and pedagogical experience, but also to identify the key trends that determine the current requirements for the psychological training of legal professionals. The aim of this article is to provide a historical and pedagogical reconstruction of the transformation of the goals, content, and methodology of teaching legal psychology in order to identify the patterns of its evolution and promising areas of development. The methodology is based on a systematic and historical-genetic approach, which allowed for the periodization of this process, highlighting five qualitatively distinct stages. An analysis of pedagogical practices, curricula, and scholarly discourse in the context of each era has revealed a shift in educational paradigms from academic enlightenment to a modern, competency-based model focused on practical skills. The results of the study allowed us to systematize the historical path of the discipline, characterizing each stage with a specific combination of pedagogical tasks, the content of the course, and its place in the system of professional training. The work pays special attention to the critical analysis of persistent methodological and didactic problems: the search for the discipline's identity at the intersection of sciences, and the overcoming of the gap between theoretical knowledge and practical application. A steady trend towards the transition from the reproductive assimilation of information to the active development of practical skills, professional thinking, and psychological culture among students has been identified. The theoretical significance of this work lies in deepening the understanding of the patterns of pedagogical development in the field of legal education. The practical significance of the study lies in the fact that its findings and identified trends can be used to modernize educational programs, develop new methodological complexes, and justify the further expansion of the practice-oriented component in education. The prospects for the development of the discipline lie in the deepening of interdisciplinary integration and the large-scale introduction of experimental, simulation, and training technologies into the educational process, which ultimately aims to improve the quality of law enforcement and the professionalization of the entire legal community.