This thesis examines the pedagogical and psychological characteristics of preparing prospective teachers to design integrative lessons, the role of such preparation in developing their professional and methodological competencies, and the possibilities of organizing interdisciplinary connections in the educational process. The study employs qualitative analysis and comparative synthesis of scientific sources. It highlights the interrelationship between prospective teachers’ pedagogical thinking, professional motivation, reflective practice, and methodological decision-making skills in the process of designing integrative lessons. Based on the theoretical analysis, the pedagogical and psychological conditions that contribute to the development of this preparation are substantiated.
integrative education
interdisciplinary integration
methodological training.
pedagogical design
pedagogical thinking
professional competence
prospective teacher
reflection