The role of interdisciplinary approaches in the development of modern historical science and education

Abstract

The article aims to clarify the role of interdisciplinary approaches in the development of modern historical science and historical education in the context of the digital transformation of humanitarian knowledge. The study identifies the methodological principles of interdisciplinarity, analyzes its impact on updating the content of historical research, and outlines the possibilities of integrating methods from related disciplines to increase the analytical level of interpretations of the past. The goal is achieved through a set of methods: comparative analysis to assess theoretical approaches to interdisciplinarity; a systemic method to generalize models of integration of sociological, anthropological, cultural, and digital tools; content analysis of modern publications; and a structural-functional approach to identify transformations in the practices of historical education. The results obtained establish that interdisciplinarity is gradually becoming a key methodological basis of modern historical science, as it provides a transition from a predominantly descriptive study of the past to an analytical, problem-oriented and integrative study of complex socio-cultural processes. The integration of sociological and anthropological methods contributes to a deeper understanding of social structures and everyday life practices, while culturological approaches expand the possibilities for interpreting the symbolic and identification components of historical experience. Digital technologies and tools for working with large data sets create new types of historical sources and enable modeling processes previously inaccessible to traditional methods. In the field of historical education, interdisciplinarity stimulates the development of critical thinking, the acquisition of competencies for working with diverse types of information, and the creation of curricula that synthesize humanitarian, social, and digital components. The conclusions emphasize that interdisciplinary approaches are a necessary condition for the modernization of historical science and education, as they ensure the adaptation of humanitarian research to the challenges of globalization, technological progress and the growing role of digital tools. Limitations associated with the uneven development of digital competencies and the lack of methodological support in educational institutions are identified. Directions for further research are outlined, in particular, deepening the methodology of digital history, developing models for integrating Big Data into humanitarian research and improving interdisciplinary educational strategies.