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EFFECTIVENESS AND IMPORTANCE OF USING AN INTEGRATIVE APPROACH
IN THE EDUCATIONAL PROCESS
Kholdavlatova Gavhar Normahmatovna
Researcher, Department of Geography, Karshi State University
https://doi.org/10.5281/zenodo.15869426
Abstract:
In this article, the meaning and necessity of the integrative approach in the
education system is explained. At the same time, the advantages of the integrated educational
process and the importance of its use are explained.
Key words:
integration, integrative approach, traditional education, skill, complex,
competence, labor market, model integration.
ЭФФЕКТИВНОСТЬ И ВАЖНОСТЬ ИСПОЛЬЗОВАНИЯ ИНТЕГРАТИВНОГО
ПОДХОДА В ОБРАЗОВАТЕЛЬНОМ ПРОЦЕССЕ
Холдавлатова Гавхар Нормахматовна
Научный сотрудник кафедры географии Каршинского государственного
университета
Аннотация:
В данной статье объясняется значение и необходимость
интегративного подхода в системе образования. При этом поясняются преимущества
интегрированного образовательного процесса и важность его использования.
Ключевые слова:
интеграция, интегративный подход, традиционное
образование, навык, комплекс, компетентность, рынок труда, модель интеграции.
In the modern pedagogical approach, the need to implement an integrative approach in
the educational process is felt at every stage of education. The term “integration” was
established as a scientific concept in pedagogy in the early 1980s and began to be rapidly
introduced into social life, economics, politics, information, and other fields. By the 1990s, the
concept of “educational integration” had emerged. In the Development Strategy of New
Uzbekistan for 2022–2026, tasks related to the education system have been outlined. In
particular, ideas have been expressed regarding the deepening of the integration between
science and practice in cooperation with prestigious international scientific centers and higher
education institutions.
The issues of ensuring harmony in the content of education are also areas that integration
deals with. In education and upbringing, this means generalizing knowledge, concepts, skills,
and competencies and organizing them into laws or rules. Educational integration refers to
combining the goals and factors of teaching into a unified whole. This involves organizing the
systematization of knowledge through the integration of the core elements of educational
content: knowledge, skills, competencies, norms, and pedagogical systems. It aims to develop
students’ abilities to understand the interconnection and mutual integration among
phenomena, concepts, ideas, and theories occurring in technical and technological processes.
It also ensures students understand that these connections help deepen scientific and
professional knowledge. Moreover, it develops their skills in theoretically sound and practically
purposeful solutions to creative tasks, and in forming goals, criteria, and functions of technical-
economic, socio-ecological, and organizational-pedagogical systems based on the knowledge
and competencies they acquire through studying various academic subjects. At every stage in
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history, the necessity of implementing an integrative approach in the educational process has
arisen. In particular, interactive forms and technologies of teaching—such as integrative
lessons and methods that encourage critical thinking in students—are rapidly developing.
Through the globalization of education, efforts are being made to establish integrated education
aimed at cooperative learning among students. The emergence of integrated professions is
increasing the role and significance of integrated education in developing the professional
competence of future teachers.
Globally, a number of scientific studies and research are being conducted aimed at
improving the quality and effectiveness of education through integration in teaching and
applying a comprehensive approach. The constructivist theories proposed by L.S. Vygotsky
support this approach. He emphasized that students build their knowledge through interaction
with the environment and collaboration with peers [1]. This approach, in contrast to the
traditional model, focuses more on student-centered learning. For example, in the subject of
geography, students achieve better results not by passively listening to lectures, but by
participating in practical experiences and group discussions to understand scientific concepts.
According to L.T. Akhmedova, an integrated lesson is a specific and unique form of a lesson that
not only combines information from various subjects but also saves time [2].
The first institution to provide education based on the integrative approach was the
California Institute of Integral Studies, founded in 1968 in the state of California, USA. In the last
decade, Ken Wilber’s Integrative Institute has also emerged in the USA. Additionally, Rey Juan
Carlos University in Madrid, Spain, has begun offering education based on integrative learning
principles [3].
Integrated education primarily involves the convergence, unification, and comprehensive
teaching of academic subjects that are closely related and compatible with one another. The
integration of educational content holds great significance for both teachers and learners. It is
one of the key factors in improving the quality of education, enhancing student engagement,
reinforcing their knowledge, stimulating strong motivation, and supporting self-development.
The integrative approach is the process of deriving a unified and accurate conclusion based on
the inseparable interconnection, integrity, and wholeness of countless small elements that
make up information. This approach ensures that the didactic system of the knowledge being
studied possesses deep meaning, promotes a systematic approach to knowledge, and teaches
students the most effective ways of acquiring that knowledge.
An integrative approach is considered a comprehensive and systematic method in
educational and instructional processes. It proves useful in implementing systematic analysis
research methods and in using both inductive and deductive methods of cognition. It views
education and training as a hierarchical system, ensuring the effectiveness of research
conducted in these fields [4]. Modern scientific and methodological developments have
highlighted the need for interdisciplinary integration in every subject. Alongside the ongoing
differentiation of disciplines, there is an increasing demand for the synthesis and integration of
scientific knowledge. The integration process requires a new perspective on geography as a
discipline, leading to the search for new paradigms. As a result of integration within geography
itself, integrative fields such as meliorative geography, recreational geography, and the
geography of natural resource use have emerged, linking physical and socio-economic
geography [6].
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R.V. Konchakovsky identifies four main levels of integration: systematic, model-based,
complex, and analytical. According to him:
• Systematic integration is based on the merging of two subjects, potentially leading to
the formation of a new scientific field.
• Model-based integration involves the combination of functional and structural models
with those of other subjects.
• Complex integration is characterized by the simultaneous, comprehensive description
of various social sciences and the interrelation of different levels of their instruction.
• Analytical integration is grounded in the analysis of scientific data, studying
achievements in relevant fields, examining their impact on social life, and applying them in
practice [4].
L.P. Elkonin also emphasized the importance of integrating school education, considering
integration as “a tool for organizing lessons effectively and a means of raising the relationships
between subjects to a new level” [5].
Modern pedagogical approaches utilize technology to enhance learning experiences.
Blended learning, flexible classrooms, and online resources provide students with greater
adaptability to the content of education. Educational technology enables the creation of a
personalized learning experience tailored to individual needs and preferences [6]. The
integrative approach involves taking into account and relying on knowledge, skills,
competencies, and experiences from various disciplines. It aims to develop communicative,
professional, and social competence in foreign languages in a balanced and integrated manner.
This approach fosters the use of innovative technologies aimed at developing students’
communication competence, as well as their skills for independent and collaborative work.
Such an approach has led to a significant improvement in education quality and has
increased students’ motivation for language learning. As one of the modern and effective
educational principles, the integrative approach forms in learners a multifaceted worldview,
encourages critical and creative thinking, facilitates faster and easier knowledge acquisition,
and stimulates motivation. It not only enables students to apply acquired knowledge in
practice, but also helps them develop a holistic understanding of the world and a vision of the
interconnectedness of systems.
References:
Используемая литература:
Foydalanilgan adabiyotlar:
1.
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological
Processes. Harvard University Press.
2.
Akhmedova, L.T. Theory and Practice of Teaching Professional Russian Speech to
Philology Students (based on literary texts): Doctoral dissertation in pedagogical sciences. –
Tashkent, 2012. – p. 81.
3.
Rajabov, F.T. Theoretical and Methodological Foundations of Developing Professional
Competence of Future Geography Teachers through Modern Approaches. Doctoral dissertation
in pedagogical sciences. – Tashkent, 2024. – p. 23.
4.
Konchakovsky, R.V. On the Issue of Integrating Sociological and Natural Scientific
Knowledge. In: Culture, Personality, Society in the Modern World: Methodology, Empirical
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Research Experience. XV International Conference in Memory of Professor L. N. Kogan. –
Yekaterinburg: Ural Federal University, 2012. – p. 175.
5.
Mavlonova, R., Vokhidova, N., Rakhmonqulova, N. Theory and History of Pedagogy. –
Tashkent: “Fan va texnologiya” Publishing House, 2010. – p. 26.
6.
Abdullayev, S.I. Key Issues in Geography. Lecture Notes. Qarshi, 2024. – p. 113.
7.
Shchukin, A.N. Methodology for Teaching Communicative Speech in a Foreign Language.
A Study Guide for Teachers and Students of Language Universities. – Moscow: Ikar Publishing,
2011. – p. 454.
