International Journal of Pedagogics
73
https://theusajournals.com/index.php/ijp
VOLUME
Vol.05 Issue08 2025
PAGE NO.
73-75
10.37547/ijp/Volume05Issue08-18
The Pedagogical Importance of Organizing Lessons Based on
Interdisciplinary Integration
Ismoilova Gulrukh Ulugbekovna
Independent Researcher at Andijan State University, Uzbekistan
Received:
18 June 2025;
Accepted:
14 July 2025;
Published:
16 August 2025
Abstract:
The text discusses the issue of integration as a counterpoint to differentiation in scientific fields. It
addresses the problem of solving challenges arising from the differentiation of sciences and their subfields, which
were once unified. This differentiation has led to an increase in the volume of knowledge and requirements in
each field, resulting in deeper specializations within and across sciences. Consequently, the range of professional
interests in narrow specialties has narrowed, leading to the emergence of new scientific disciplines that struggle
to understand each other.
Keywords:
Integration, integrity, wholeness, interdisciplinary connection, fundamental, theoretical, regularities,
thinking, differentiation, developmental indicator, effective.
Introduction:
In the process of primary education, the
general and individual characteristics of younger
students are developed. One of the main requirements
of the present time is the effective use of the internal
and external capabilities of the native language, which
is the leading subject (subject) in general education
schools, in teaching the younger generation the rich
scientific heritage left by ancestors, in developing the
cognitive activity and thinking of the student, that is,
not limiting oneself to giving knowledge about one
subject in lessons, but also giving concepts related to
other subjects in accordance with the content of the
studied topic, forming skills and abilities in them. Many
years of research have shown that primary school
students, and later graduates, struggle to apply the
knowledge and skills they acquire in certain subjects to
the study of other subjects. They lack the ability to think
independently and transfer their acquired knowledge
to similar or new tasks. This necessitates organizing
lessons based on interdisciplinary integration, as well
as selecting and integrating knowledge from various
disciplines.
Integration is characteristic of all spheres. When
applied to the field of education, this concept is used in
the sense of educational goals and forms of education.
Both meanings are based on the principle of integrity
and wholeness. Thus, integration is used in the sense of
interconnectedness and wholeness.
The study of scientific literature shows that the
foundations of the integration process go back to the
distant past of classical pedagogy and are connected
with the idea of interdisciplinary connections. In
scientific, pedagogical, and methodological literature,
the concept of interdisciplinary connection and
integration seems to have the same meaning, but
"integration is a much broader concept than
interdisciplinary connection and represents the highest
level of interdisciplinary connection".[3]
Analysis of literature
The works of T.L.Ramzaeva, G.N.Akvilev, N.Ya.Vilenkin,
G.V.Belyunova are devoted to the problem of
interdisciplinary and intradisciplinary connections in
primary school. Regarding the integration process, I.
Boguslavskov's article "From a Child to the World, from
the World to the Child" deserves attention. The article
states that "as early as the mid-19th century, it became
clear that there was a major contradiction between the
natural acceptance of the world as a whole by the child
in school education and its artificial division into
subjects." In various countries of Western Europe
(mostly in Germany), authors were among the first to
try to connect the studied phenomena to a single basis.
In many cases, this was considered the world around us
(regional studies).
International Journal of Pedagogics
74
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International Journal of Pedagogics (ISSN: 2771-2281)
Abu Rayhan Beruni, the great encyclopedic scholar who
lived in the 9th century, addresses the issue of
interdisciplinary connections in his work "Monuments
Left by Ancient Peoples." The work covers almost all
fields of knowledge, seamlessly transitioning from one
science to another. The author says about this: "The
goal is not to prolong the discourse, but to prevent the
reader from becoming bored. Constantly focusing on
the same thing leads to tedium and impatience. When
a reader moves from one subject to another, it's like
walking through different gardens. Before they fully
appreciate one, another begins, and as it is said, 'every
new thing has its own pleasure,' they become
interested in seeing them and wish to examine them.
Monotony tires and burdens the memory".[2]
At the end of the 20th century, many effective studies
on the integration of education were conducted in the
pedagogy of our country. In particular, A.Ch. Choriev, in
his research work, theoretically substantiates the
connection between pedagogy and fiction and
identifies the general regularities inherent in both
disciplines [7]. Sh.I.Mamaradjabov [4] in teaching
physics, A.A.Salomov [6] if they have investigated
interdisciplinary connections in mathematics teaching,
in his scientific research work, T.N. Nuriddinov
examines the issues of interdisciplinary connections in
the general theoretical preparation of students in
higher education. [5]
In her dissertation, B.S. Abdullayeva elucidated the
didactic foundations for ensuring the interconnection
between mathematics and social sciences and
humanities subjects in academic lyceums. [1] He
considers interdisciplinary connection as a didactic
phenomenon that improves didactic conditions in the
educational process and all forms of its teaching. The
researcher, in ensuring educational interdisciplinary
connections, very strictly coordinates the materials of
academic disciplines that are close in content. In the
above-mentioned works, interdisciplinary connections
are taken as the object of research. The term
integration has begun to be used in works published in
recent years.
METHODS
The development of scientific knowledge has
significantly influenced the advancement of the
integration process. In the context of building a new
society, the integration of scientific knowledge has
evolved from an idea into a fundamental principle.
Integration is closely intertwined with differentiation.
These processes are reflected in the structure of the
academic discipline system and in the search for
methods to synthesize students' knowledge.
RESULTS AND DISCUSSION
In the structure of education, the concept of
"integration" has two meanings: 1) creating a complete
understanding (impression) of the surrounding world in
students (here integration is considered as the goal of
teaching); 2-finding a common platform for
convergence of knowledge in individual disciplines
(here integration is a teaching tool). The integration of
disciplines in modern schools is one of the active
approaches in seeking new pedagogical solutions to
influence students more effectively. This integration
enables the improvement of work processes, as well as
the development of creative potential in individual
teachers and pedagogical teams. Integration, as a
phenomenon in "big" science, first emerged in its
fundamental and mainstream fields. It arose on the
basis of the differentiation of sciences and their
branches, which were previously separated on a single
basis, the growth of the volume of knowledge and
requirements for them in each area, the deepening of
specialties in sciences and within science, the
narrowing of the range of professional interests of
narrow specialties as a result of deepening, and the
emergence of a new number of sciences that cease to
understand each other on this basis. Thus, integration
does not negate the scientific system between
sciences. It is a way to overcome shortcomings and
improve the system of sciences, aimed at deepening
interdependence and interaction between sciences.
"Everything that is interconnected should be taught in
that very connection," emphasizes Jan Amos
Comenius. When a child studies a phenomenon in a
particular lesson, they inevitably go beyond the
boundaries of that subject, applying the knowledge,
skills, and abilities acquired from other subjects. The
interconnections and relationships between disciplines
should actively guide this process. After analyzing our
experiences and observations, we have concluded that
there is an opportunity to improve the content of
primary school education. In primary education,
insufficient knowledge is provided to satisfy children's
cognitive needs and aspirations for intellectual activity.
This inadequate fulfillment of cognitive demands is one
of the reasons for declining interest in learning.
Introducing
interdisciplinary
connections
and
integration into education helps address such issues.
Research indicates that interdisciplinary connections
play a guiding and stimulating role in the stages of
students' cognitive activity. The ability to transfer
knowledge from one subject to another, which reflects
the productivity of cognitive activity, serves as an
indicator of a student's mental development. Transfer
involves the interdisciplinary generalization of existing
knowledge and the synthesis of new knowledge.
Interdisciplinary connections in education introduce
International Journal of Pedagogics
75
https://theusajournals.com/index.php/ijp
International Journal of Pedagogics (ISSN: 2771-2281)
elements of creativity, productivity, and inquisitiveness
into
students'
activities.
Based
on
these
interdisciplinary connections, integrated lessons are
organized to increase students' interest in the subject.
CONCLUSION
In conclusion, the organization of native language
lessons based on interdisciplinary integration is one of
the urgent problems, and the additional acquisition of
knowledge and concepts related to various subjects by
primary school students in the process of mastering
native language education serves for a comprehensive
and deeper understanding of the topic. Their interest
in subjects increases, their knowledge repeats and
becomes
increasingly
solid,
harmoniously
interconnected skills and abilities, the effectiveness of
education increases, and initial research confirmed
that organizing such lessons is an important tool in
raising a comprehensively mature, broad-minded
generation.
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