An interdisciplinary approach to education will help solve many of its urgent problems

Alexander  Voznyuk

doi:10.59400/fes1948

An interdisciplinary approach to education will help solve many of its urgent problems

Alexander Voznyuk Zhytomyr Ivan Franko State University, 10008 Zhytomyr, Ukraine

Article ID: 1948

DOI: https://doi.org/10.59400/fes1948

Keywords: interdisciplinary approach; continuous/lifelong education; fundamentalization approach in education; general systems theory; fundamental explanatory models; phenomenon of “half-life” of specialist’s competencies; conceptual thinking; fractal organization of reality

Abstract

The article considers some of the challenges of our era that modern education has faced: 1) the information boom; 2) narrow specialization in many sciences and technologies; 3) deterioration of human being’s and humankind’s ability to understand themselves and the world; 4) insufficient use of systemic, fundamental, interdisciplinary knowledge in the educational process; 5) deepening the tendency of the profiling of education, expanding the amount of academic disciplines and training time; 6) the phenomenon of “half-life of specialist’s competencies”; 7) the Dunning-Kruger effect; 8) a decrease in the level of conceptual thinking of the participants in the educational process. It is shown that these problems in modern education can be solved with the help of such methods and tools as 1) continuous (lifelong) education; 2) integrated educational technologies (STEM education, educational methods based on frame theory, etc.); 3) a fundamentalization approach in education; 4) interdisciplinary synergetic approach as well as application of interdisciplinary connections in the educational domain; 5) systemic knowledge crystallized on the basis of general systems theory; 6) a modified version of this theory developed by the author; 7) developed by the author fundamental explanatory models/principles of structuring reality that can serve as a fundamental theoretical background for any other type of knowledge when the latter is easily comprehended and acquired on the basis of the fundamental explanatory models/principles due to their universal character. Promising directions of our research are connected with the application of the obtained data in the context of the educational process due to the integrated training courses for students of different types of educational institutions.

References

[1]Epstein D. Range: Why Generalists Triumph in a Specialized World. Riverheads Books; 2019.

[2]Ball, SJ. Global trends in educational reform and the struggle for the soul of teacher! In: Proceedings of the British Educational Research Association Annual Conference; 2–5 September 1999; Brighton, UK. pp. 18.

[3]Berg I. Education and Job: The Great Training Robbery. Beacon Press; 1971.

[4]Farber BA. Crisis in Education: Stress and Burnout in the American Teacher. Jossey-Bass; 1991.

[5]Voznyuk А. Trends in the development of world education. A collection of abstracts of reports of the scientific conference of teachers and young scientists of Zhytomyr Ivan Franko State University. 2023; pp. 12–21.

[6]Dunning D, Johnson K, Ehrlinger J, et al. Why people fail to recognize their own incompetence. Current Directions in Psychological Science. 2003; 12(3): 83–87. doi: 10.1111/1467-8721.01235

[7]Barsalou LW, Dutriaux L, Scheepers C. Moving beyond the distinction between concrete and abstract concepts. Philosophical Transactions of the Royal Society B: Biological Sciences. 2018; 373(1752): 20170144. doi: 10.1098/rstb.2017.0144

[8]Voznyuk О, Gogobets S. The formation of conceptual thinking in the participants in the educational process: A systemic approach. Zhytomyr Ivan Franko State University Journal. Pedagogical Sciences. 2023; 4(115): 50–64.

[9]Ziegler R, Weger U. Exploring conceptual thinking and pure concepts from a first person perspective. Phenomenology and the Cognitive Sciences. 2019; 18(5): 947–972. doi: 10.1007/s11097-018-9593-8

[10]Versaci R. How Comic Books Can Change the Way Our Students See Literature: One Teacher’s Perspective. The English Journal. 2001; 91(2): 61. doi: 10.2307/822347

[11]Fodor J. Some reflections on L.S. Vygotsky’s thought and language. Cognition. 1972; 1(1), 83–95. doi: 10.1016/0010-0277(72)90046-7

[12]Oppenheimer T. The Flickering Mind: Saving Education from the False Promise of Technology. Random House; 2004.

[13]Goffman E. Frame analysis: An Essay on the Organization of Experience. Northern University Press; 1986.

[14]Minsky M. A Framework for Representing Knowledge. In: Winston P (editor). The Psychology of Computer Vision. McGraw-Hill; 1975. pp. 211–277.

[15]Smirnova O, Rackevičienė S, Mockienė L. Frame semantics methodology for teaching terminology of specialized domains. Journal of Teaching English for Specific and Academic Purposes. 2021; 9(4): 765–773. doi: 10.22190/jtesap2104765s

[16]Schank RC, Abelson RP. Scripts, Plans, Goals, and Understanding. An Inquiry Into Human Knowledge Structures. Psychology Press; 2013.

[17]Grindal BT. The Idea of Synergy and It’s Bearing on An Anthropological Humanism. Anthropology and Humanism Quarterly. 2009; 1(3): 4–6.

[18]Urmantsev YA. Symmetry of System and System of Symmetry. Computers & Mathematics with Applications. 1986; 12(1–2): 1986, 379–405.

[19]Nikitina YI, Konyushenko SM, Kuzina EA, et al. Fundamentalization and Professionalization of Learning Content under the Competence Approach. Journal of Sustainable Development. 2015; 8(3). doi: 10.5539/jsd.v8n3p155

[20]Rudyshyn SD, Kravets VP, Samilyk VI, et al. Features of the Fundamentalization of Education in Higher Educational Institutions of Ukraine in the Context of Sustainable Development. Journal of Educational and Social Research. 2020; 10(6): 149. doi: 10.36941/jesr-2020-0116

[21]Klentsev ES, Muschanov VF. Unity of thematic and methodological content of the fundamental discipline. Theory and Methods of Learning Fundamental Disciplines in High School. 2003; 1(1): 103–110.

[22]Amunts K. Structural indices of asymmetry. In: The Two Halves of the Brain. The MIT Press; 2010. pp. 145–176.

[23]Dobinson GH. Fundamental education. British Journal of Educational Studies. 1953; 1(2): 121–130. doi: 10.1080/00071005.1953.9972894

[24]Ryan RM, Deci EL. Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist. 2000; 55(1): 68–78. doi: 10.1037/0003-066x.55.1.68

[25]Rodrigues JB. The genera and species of new orchids he collected, described and illustrated with icons…(Latin). In: Genera Et Species Orchidearum Novarum. Sebastianopolis; 1956.

[26]Styron RA. Interdisciplinary Education: A Reflection of the Real World. Systemics, Cybernetics and Informatics. 2013; 11(9): 47–52.

[27]Morgun VF. Intedification of education: Psychological and pedagogical foundations of integration and differentiation (intedification) of education, for example, in the school cycle of natural sciences. Poltava: Scientific Change. 1996.

[28]Vozniuk OV. Universal matrixes of knowledge as interdisciplinary instruments of scientific research and students’ teaching means. Zhytomyr Ivan Franko State University Journal. 2018; 2(93): 5–12.

[29]Vozniuk OV, Dubaseniuk OA. To the question of building the universal model of the development of world pedagogy and education. Zhytomyr Ivan Franko State University Journal. Pedagogical Sciences. 2020; 1(100): 5–14.

[30]Voznyuk A. Universal matrixes of knowledge as an important educational resource. In: Proceedings of the 1st Virtual International Conference on Sustainable Education SEVIC 2020 (sevic.org); 11–13 December 2020; Ivano-Frankivsk, Ukraine.

[31]Bullmore E, Brammer M, Harvey I, et al. Cerebral hemispheric asymmetry revisited: Effects of handedness, gender and schizophrenia measured by radius of gyration in magnetic resonance images. Psychological Medicine. 1995; 25(2): 349–363. doi: 10.1017/s0033291700036254

[32]Charman DK. The cerebral hemispheres appear to function differently in artists and scientists. Cortex. 1981; 17 (3): 453–458.

[33]Russel P. The Brain Book. Penguin Books; 1979.

[34]Springer SP, Deutsch G. Left Brain, Right Brain: Perspectives from Cognitive Neuroscience. Freeman; 1997.

[35]Wang B, Yang L, Yan W, et al. Brain asymmetry: a novel perspective on hemispheric network. Brain Science Advances. 2023; 9(2): 56–77. doi: 10.26599/bsa.2023.9050014

[36]Voznyuk A, Gorobets S, Kubitskyi S, et al. Interdisciplinary Educational Technology based on the Concept of Human Brain Functional Asymmetry. Postmodern Openings. 2021; 12(2). doi: 10.18662/po/12.2/316

[37]Sedgwick HA. J. J. Gibson’s “Ground Theory of Space Perception”. i-Perception. 2021; 12(3). doi: 10.1177/20416695211021111

[38]Murphy M. Donovan S. The physical and psychological effects of meditation. Esalen Institute: Study of Exceptional Functioning; 1988.

[39]Murphy M, Donovan S, Taylor E. The Physical and Psychological Effects of Meditation: A Review of Contemporary Research With a Comprehensive Bibliography. Inst of Noetic Sciences; 1997.

[40]Naan GI. The Symmetrical Universe. Publications de L’Observatoire Astronomique de l’Universite de Tartu. 1964; 34: 421–438.

[41]Voznyuk О. Deepening The Principles Of Media Education Based On The General Systems Theory. Zhytomyr Ivan Franko State University Journal. Pedagogical Sciences. 2023; 1(112): 29–38.

[42]Piaget J. The Psychology of Intelligence. Routledge and Kegan Paul; 1950.

[43]Voznyuk O, Dubaseyuk О. Research of The Category “Upbringing” By Means of Scientific Analysis. Zhytomyr Ivan Franko State University Journal. Pedagogical Sciences. 2023; 2 (113): 52–63.

[44]Kostyuk HS. Educational process and mental development of personality. Rad.shkola; 1989.

[45]Voznyuk AV. The main aspects of the universal paradigm of development: From the universe to a creatuve personality. Creative pedagogy. Scientific method. journal/Academy of International Cooperation in Creative Pedagogy. 2014; 8: 127–141.

[46]Shnoll SE. Cosmophysical Factors in Stochastic Processes. American Research Press; 2009.

[47]Atmanspacher H. The Pauli–Jung Conjecture and Its Relatives: A Formally Augmented Outline. Open Philosophy. 2020; 3(1): 527–549. doi: 10.1515/opphil-2020-0138

[48]Jung CG, Pauli WE. The Interpretation of Nature and the Psyche. Ishi Press; 2012.

[49]Atmanspacher H. The Pauli-Jung conjecture and its impact today. In: Atmanspacher H, Fuchs CA (editors). The Pauli-Jung conjecture and its impact today. Imprint Academic; 2014.

[50]Benedict R. Synergy: Patterns of the Good Culture. American Anthropologist. 1970; 72: 320–330.

[51]Maslow AH. The Farther Reaches of Human Nature. Penguin Books; 1976.

[52]Marien M. Book Review of Come On!: A Report to the Club of Rome: New Frontiers. CADMUS. 2018; 3(4): 57–68.

[53]Vaskivska H. Didactic aspects realization of interdisciplinary ties in process training students of highers pedagogical educational establishments. Educological discourse. 2017; 3–4. doi: 10.28925/2312-5829.2017.3-4.1374

Published

2025-02-11

How to Cite

Voznyuk, A. (2025). An interdisciplinary approach to education will help solve many of its urgent problems. Forum for Education Studies, 3(1), 1948. https://doi.org/10.59400/fes1948

Download Citation

Issue

Vol. 3 No. 1 (2025)

Section

Article

This work is licensed under a Creative Commons Attribution 4.0 International License.

Editor-in-Chief

Dr. Surapati Pramanik

Nandalal Ghosh B.T. College, India

eISSN

3029-2956

Publication Frequency

Quarterly

About the Publisher

Academic Publishing insists on taking academic exchange and publication as the main line, carrying out comprehensive management based on science and technology, and fully exploring excellent international publishing resources. Within 5 years, it will form a strategic framework and scale with science (S), technology (T), medicine (M), education (E), and humanities and arts (H) as the main publishing fields. Academic Publishing is headquartered in Singapore and based in Malaysia, with the United States and China providing the main scientific and academic resources. At the same time, it has established long-term good cooperative relations with other publishing companies, scientific research communities, and academic organizations in more than a dozen countries and regions. Academic Publishing uses English and Chinese as its main publishing languages, mainly publishing books, journals, and conference papers in print and online. The vast majority of publications follow the international open access policy, providing stable and long-term quality and professional publications. With the joint efforts of the expert team and our professional editorial team, our publications will gradually be indexed by international databases in stages to provide convenient and professional retrieval for various scholars. At the same time, manuscripts we accept will be subject to the peer review principle, and cutting-edge and innovative research articles will be preferentially accepted for peer reference and discussion. All kinds of our publications are welcome for peer to contribute, access, and download.

more

Volume Arrangement

2025

2024

2023

Featured Articles

Diachronic analysis of Spanish scientific production on teaching methodologies in Primary Education: A scientometric and conceptual perspective (2000–2023)

The evaluation of science is essential to ensuring the quality, validity, and reliability of scientific results. Science needs to undergo a review process to ensure the rigorousness of scientific output. This evaluation provides a solid basis for political and economic decisions related to the design and execution of research projects, the establishment of new lines of research, or the identification of areas of specialization. This paper analyses diachronically the Spanish scientific production related to the implementation and development of teaching methodologies in primary education and indexed in the Scopus and Web of Science databases during the period 2000–2023. This analysis is carried out on the one hand, from a scientometric perspective, based on the analysis of indicators such as diachronic production, the journals with the highest scientific productivity, and the most productive institutions, and, on the other hand, from a conceptual perspective, trying to define its relationship with other areas of education. The general results of this study reveal two clear stages: the first, up to 2010, with little scientific production; and the second, from 2011 onwards, characterised by a general growth. The relationship between this field and others such as initial teacher training, ICT, and didactics is also evident.

The relationship between teachers’ self-efficacy and classroom management practices in secondary schools

This study explores the intricate relationship between teacher self-efficacy and classroom management practices in secondary schools in the Mansehra district of Pakistan. Teacher self-efficacy, defined as the belief in one’s ability to manage and influence classroom environments effectively, has been identified as a critical factor influencing both teaching performance and student outcomes. The research employed a mixed-method approach, gathering data from 62 teachers and 310 students using both online surveys (via Google Forms) and physical questionnaires to ensure a diverse and inclusive participant pool. Data analysis was conducted using two complementary tools: SPSS and Smart PLS. SPSS was used for descriptive statistics and inferential analyses, such as t-tests, chi-square tests, and measures of central tendency, to offer an overview of group differences and relationships between variables. Meanwhile, Smart PLS was employed for Partial Least Squares Structural Equation Modeling (PLS-SEM), a technique suited for complex models and smaller sample sizes. This method allowed for the analysis of both direct and indirect relationships between the study variables—teacher self-efficacy, teaching practices, and classroom management. The findings reveal a significant positive correlation between teacher self-efficacy and classroom management practices. Additionally, teaching practices were found to mediate this relationship, indicating that higher levels of self-efficacy not only directly improve classroom management but also enhance teaching performance, which in turn contributes to better-managed classrooms. These results suggest that interventions aimed at enhancing teacher self-efficacy can have far-reaching effects on educational outcomes. The study highlights the need for focused teacher development programs that foster self-efficacy, thereby improving classroom management, student engagement, and overall academic success.

Artificial Intelligence in education: A comprehensive study

This comprehensive study delves into the multifaceted role of AI in education, exploring its applications, benefits, challenges, and future implications. The purpose of the study is to show how AI in education helps educators identify gaps in student knowledge and provide targeted feedback to improve learning outcomes. As a methodology, the library method and the study and review of various documents have been used in this research. The study examines the diverse range of AI technologies employed in educational settings, including intelligent tutoring systems, personalized learning platforms, educational chatbots, and virtual reality simulations. Furthermore, the study delves into the numerous benefits that AI brings to education. It highlights how AI-powered analytics and data-driven insights enable educators to gain deeper insights into student learning patterns, identify areas for improvement, and tailor instructional strategies accordingly. Additionally, AI-driven tools promote inclusivity by providing personalized support to learners with diverse needs and learning styles. Despite its transformative potential, the study also acknowledges the challenges and ethical considerations associated with integrating AI into education. Data privacy, algorithmic bias, and the digital divide are examined in detail, emphasizing the importance of responsible AI deployment and ethical guidelines. Looking ahead, the study explores the future implications of AI in education and the evolving role of educators in AI-enabled classrooms. It discusses how AI technologies will continue to evolve, offering new opportunities for collaborative learning, skill development, and lifelong education. In conclusion, this comprehensive study underscores the profound impact of AI on education and the need for thoughtful implementation strategies that prioritize equity, inclusivity, and ethical considerations. By harnessing the potential of AI, education systems can better prepare learners for the challenges and opportunities of the future.

Enhancing adult learner success in higher education through decision tree models: A machine learning approach

This article explores the use of machine learning, specifically Classification and Regression Trees (CART), to address the unique challenges faced by adult learners in higher education. These learners confront socio-cultural, economic, and institutional hurdles, such as stereotypes, financial constraints, and systemic inefficiencies. The study utilizes decision tree models to evaluate their effectiveness in predicting graduation outcomes, which helps in formulating tailored educational strategies. The research analyzed a comprehensive dataset spanning the academic years 2013–2014 to 2021–2022, evaluating the predictive accuracy of CART models using precision, recall, and F1 score. Findings indicate that attendance, age, and Pell Grant eligibility are key predictors of academic success, demonstrating the strong capability of the model across various educational metrics. This highlights the potential of machine learning (ML) to improve data-driven decision-making in educational settings. The results affirm the effectiveness of Decision Tree (DT) models in meeting the educational needs of adult learners and underscore the need for institutions to adapt their strategies to provide more inclusive and supportive environments. This study advocates for a shift towards nuanced, data-driven approaches in higher education, emphasizing the development of strategies that address the distinct challenges of adult learners, aiming to enhance inclusivity and support within the sector.