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Amidst the rapid transformation of the labor market, the development of artificial intelligence, and persistent technological and social challenges, there is a growing need for specialists capable of interdisciplinary thinking, solving complex problems, and adapting to uncertainty. Interdisciplinary education (IEE) is becoming a key area of higher education modernization, aimed at developing students' holistic worldviews, critical thinking, and synthetic competencies. This article examines pedagogical models of interdisciplinary learning—from integrative courses and problem-based projects to transdisciplinary laboratories and meta-subject programs. Strategies for integrating IEE into the educational process are analyzed, including curriculum design, faculty training, the creation of cross-faculty teams, and the use of digital platforms. It is emphasized that the successful implementation of an interdisciplinary approach requires not only methodological reflection but also institutional change within the university. Particular attention is paid to the role of the teacher as a facilitator of interdisciplinary interaction and architect of a flexible educational environment.
interdisciplinary education, training of future professionals, pedagogical models, transdisciplinarity, integrative learning, problem-based learning, meta-subject competencies, educational strategies, higher education, teacher-facilitator
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