This thesis examines the didactic potential and methodological principles of interdisciplinary integration in higher pedagogical education, as well as its significance in improving the professional and methodological training of prospective teachers. It highlights the pedagogical potential of interdisciplinary integration in systematizing educational content, connecting theoretical knowledge with practical activities, and developing skills in designing integrative lessons. The study employs qualitative content analysis of scientific literature. Based on the theoretical analysis, the principles of systematicity, continuity, scientific rigor, competency orientation, and reflexivity underlying the implementation of interdisciplinary integration are substantiated. Furthermore, the potential of the integrative approach in developing pedagogical thinking, independent decision-making, and methodological design competencies is clarified.
didactic potential
higher pedagogical education
integrative approach
interdisciplinary integration
methodological principles
methodological training.
pedagogical design
professional competence