INTERDISCIPLINARY INTEGRATION IN DESIGNING THE EDUCATIONAL PROCESS WITH TECHNOLOGIES WITHIN THE NUSH ADAPTATION PHASE
DOI:
https://doi.org/10.54662/veresen.1.2025.03Keywords:
integrated approach, integrated educational project, interdisciplinary education, technological education field, technology (labour education)Abstract
The article explores the possibilities of implementing cross-disciplinary integration in technology education within the adaptation phase of the New Ukrainian School. Based on an analysis of scientific research, it has been established that a key feature of the technological educational sector is its integrative potential. This potential is reinforced by teachers' academic freedom in selecting teaching methods, instructional formats, and design objects during curriculum development. The article highlights the role of project-based learning in technology education, emphasizing the need for continuity between primary and secondary education to foster a comprehensive understanding of technological processes and develop practical skills. Special attention is given to the creation of an educational environment adapted to students' individual needs and specific learning conditions. An individualized approach, flexible curricula, and an active teaching role contribute to a supportive learning environment where students can cultivate their talents and achieve success. The article also presents practical aspects of implementing project-based activities focused on producing socially significant products, considering factors such as the holiday calendar, material and technical resources, and security conditions. The integrative potential of technology education, which unites knowledge from various disciplines and encourages students to engage in creative exploration, unconventional problem-solving, and innovative activities, is analyzed. As an example of cross-disciplinary integration, the project «Creation of Ecological Products from Recycled Materials» is proposed. This initiative simultaneously integrates elements from technology, natural sciences, and social and health education. The study demonstrates that integrating multiple educational disciplines with technology is a crucial aspect of interdisciplinary learning. This approach fosters practical skills, critical thinking, creativity, and an innovative mindset in students, enabling them to apply knowledge from different subject areas to real-world situations.
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