INTEGRATION OF SCIENCE AND MATHEMATICS DISCIPLINES IN MODERN SCHOOL: A SYSTEMATIC ANALYSIS OF RESEARCH GAPS AND DIRECTIONS FOR OVERCOMING THEM

Abstract

The article presents a systematic analysis of contemporary research on the integration of natural sciences and mathematics in general secondary education. The relevance of the study is conditioned the increasing demands for developing students’ holistic scientific worldview, critical thinking, key competencies, research skills, and their ability to apply knowledge in practical and interdisciplinary contexts. In this regard, STEM/STREAM education is considered an effective tool for knowledge integration and competency development.
The study aims to identify gaps in research on the integration of natural sciences and mathematics and to substantiate promising directions for addressing them. The research methods include theoretical generalization, comparative analysis, systematization, and interpretation of scientific sources.
The findings indicate that, despite a considerable number of publications, the issue of integration remains fragmentary and lacks a coherent methodological framework. In particular, insufficient attention is paid to the development of integrated learning models, assessment criteria, and methodological support for interdisciplinary interaction. Differences in the interpretation of the concept of integration and the lack of unified approaches to its implementation have also been identified.
The study substantiates key directions for improvement, including the unification of terminology, development of conceptual models of integrated learning, enhancement of methodological strategies, improvement of teachers’ professional competence, their systematic support at the school and regional levels, and the active use of digital technologies for organizing, monitoring, and evaluating the educational process.
The results have theoretical and practical significance and can be applied in further research and in the practice of organizing integrated learning in general secondary education.