Using an interdisciplinary approach in the formation of modern methods of teaching the history of Ukraine

Abstract

Current transformations of social development necessitate a rethinking of approaches to teaching the history of Ukraine in higher education institutions. In this context, an interdisciplinary approach appears as an effective tool for integrating historical knowledge with related fields –political science, sociology, cultural studies and law. The purpose of the article is to analyze the feasibility of applying an interdisciplinary approach to the development of modern methods of teaching the history of Ukraine and to substantiate its potential to improve the quality of historical education. Methods. The study uses theoretical methods (analysis, synthesis, abstraction, induction, deduction) and empirical methods (description). Results. It is shown that the application of an interdisciplinary approach in teaching the history of Ukraine contributes to the development of critical thinking, historical consciousness and research skills of higher education students. In the course of the work, its essence as a methodological basis of modern historical and pedagogical science is revealed, and its role in shaping the content and methods of teaching is clarified. It is established that the use of problem-based learning, project methodology, the case method, and digital educational technologies ensures the effective integration of knowledge from related disciplines into the educational process. The main areas of interdisciplinary interaction in teaching the history of Ukraine were analyzed, in particular the possibilities of involving political science for the analysis of state-building processes, sociology for the study of social transformations, and cultural studies for the interpretation of cultural heritage. The pedagogical prospects of using interdisciplinary practices, including the formation of a holistic vision of historical processes and the development of skills for the analysis and interpretation of historical sources, were characterized. At the same time, the main limitations of implementing an interdisciplinary approach are identified, including the difficulty of coordinating educational programs and the insufficient methodological training of teachers. Conclusion. The systematic application of an interdisciplinary approach in teaching the history of Ukraine ensures a transition from fragmentary assimilation of historical facts to a holistic analysis of historical events and processes in their political, social and cultural contexts. The theoretical and practical significance of the results lies in clarifying the methodological foundations of historical and pedagogical science by substantiating interdisciplinarity as a necessary condition for modern historical education andcreating a basis for developing approaches to increasing the educational motivation of higher education students, developing their analytical and research skills and forming readiness for professional activity in the conditions of modern educational and socio-cultural challenges.