РАЗВИТИЕ НА ИНТЕРДИСЦИПЛИНАРНО МИСЛЕНЕ ЧРЕЗ STEAM ОБУЧЕНИЕ
DEVELOPMENT OF INTERDISCIPLINARY THINKING THROUGH STEAM EDUCATION

Summary/Abstract: This article explores the development of interdisciplinary thinking as a core cognitive competence that is critically important in the preparation of future teachers and in the modernization of educational practices in the 21st century. The purpose of the study is to analyze the process of forming skills for integrating knowledge from multiple academic disciplines through the STEAM approach and through the active use of information and communication technologies as tools for fostering creativity, critical thinking, and problem solving. The methodology includes several structured stages: familiarizing students with curricula from a wide range of subjects, assigning the task of designing an interdisciplinary lesson, a two-week preparation period, presenting the completed lessons, and engaging in a reflective group discussion aimed at analyzing challenges and sharing best practices. The research involved 30 students from the “Pedagogy of Teaching Information Technology” program, complemented by a survey administered to students from various pedagogical fields in order to examine their attitudes toward interdisciplinary planning. The findings reveal high motivation to apply interdisciplinary approaches, readiness for collaborative work, and the ability to integrate content from different scientific domains. Survey results show that most students prefer combining two or three subjects, with mathematics and the natural sciences being the most common combination. The lessons developed by the students demonstrate that they perceive the STEAM approach as an effective means to increase learner engagement, support deeper understanding, and enhance the development of essential skills for future professional practice. Moreover, the study emphasizes the role of STEAM and digital technologies in transforming the students’ perception of their own learning, turning them from passive receivers of knowledge into active creators and problem solvers. The conclusion emphasizes that the development of interdisciplinary thinking is a long-term and complex process that requires targeted preparation, including mastering models of collaborative planning, skillful use of digital tools, and the formation of integrative pedagogical attitudes. The article recommends the creation of professional learning communities that encourage knowledge sharing, the development of sustainable pedagogical practices, and the adaptation of curricula to the real needs of contemporary society. Additional data from the study confirm that STEAM education functions as a catalyst for interdisciplinary thinking and highlight the necessity for continuous improvement of the educational environment in order to foster creativity, innovation, and adaptive learning skills

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