INTERDISCIPLINARY APPROACHES IN NATURAL SCIENCE EDUCATION AS A MODEL OF COOPERATION BETWEEN LYCEUMS AND UNIVERSITIES

Abstract

In today’s educational landscape, the integration of natural sciences into interdisciplinary courses is gaining particular relevance as a strategic tool for cooperation between academic lyceums and higher education institutions (HEIs). Modern challenges require young people not only to have deep subject-specific knowledge but also to apply it in a comprehensive analysis of phenomena. Therefore, an interdisciplinary approach in teaching natural sciences opens up new opportunities for the development of research, critical thinking, and project-based skills already at the high school level.

The aim of this article is to analyze the effectiveness of interdisciplinary approaches in natural science education as a factor in ensuring high-quality educational continuity between academic lyceums and HEIs, and to develop a model for such cooperation.

Methodology. The study employs the analysis of educational programs, pedagogical observation, expert evaluation, and elements of the comparative method. Specific cases of cooperation between science-focused lyceums and universities were analyzed, including joint laboratory courses, scientific clubs, and project-based activities.

Scientific novelty lies in the development of a theoretical and practical model for implementing integrated natural science courses, which ensures the continuity of the educational process and the synergy of academic and school-level science.

Conclusions. The interdisciplinary approach in natural science education is an effective tool for integrating students’ knowledge and skills, providing a holistic understanding of natural phenomena and preparing learners to solve complex life and professional challenges. The model of cooperation between lyceum and university, based on an interdisciplinary approach, enables organic alignment of curricula, expands the educational space for students, and deepens their research training. Empirical findings demonstrate the high effectiveness of such forms of cooperation as joint laboratory courses, scientific clubs, and project-based activities implemented through partnerships between secondary and higher education institutions. Key conditions for the successful implementation of this model include: methodological consistency in curriculum content, active involvement of educators from both educational levels in planning joint activities, and institutional support for the partnership. Further research should focus on the development of standard models of lyceum-university cooperation in various regions of Ukraine, the creation of an appropriate regulatory and methodological framework, and the expansion of digital resources to support interdisciplinary learning.