METHODOLOGY FOR USING INTERDISCIPLINARY INTEGRATION IN PREPARING FUTURE GEOGRAPHY TEACHERS FOR PROFESSIONAL ACTIVITY
Abstract
This article examines the methodology of using interdisciplinary integration in preparing future geography teachers for professional activity in higher pedagogical education. The relevance of the study is determined by the increasing complexity of contemporary geographical knowledge, the growing interdependence between natural, social, economic, technological, and environmental processes, and the need to prepare teachers capable of applying integrated approaches in educational practice. The study focuses on the pedagogical potential of connecting geography with related disciplines, including ecology, geology, biology, economics, history, mathematics, information technology, and social sciences. The proposed methodology is based on the principles of systematicity, interdisciplinarity, contextual learning, problem-based learning, competence orientation, and practical application. Particular attention is given to the organization of interdisciplinary tasks, integrated projects, geographical case studies, field-based activities, digital mapping, data analysis, and collaborative learning. The study argues that interdisciplinary integration contributes to the development of future geography teachers’ professional, methodological, analytical, research, digital, and communicative competencies. The proposed methodological framework can be applied in pedagogical universities to improve the quality of professional preparation and strengthen the connection between theoretical geographical knowledge and real educational practice.
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