Abstract
The article presents the peculiarities of students' integrated learning implementation in foreign educational establishments. Forms, methods of its realization and interaction of all subjects of pedagogical process have been defined. The peculiarities of integration in the context of primary education development in the countries of the European Union have been revealed. It has been found out that an important aspect of the development of standards of elementary education content in EU countries is the transition from structuring the content of curricula around subjects to the integration of disciplines into modules, integrated blocks, and educational sectors. Orientation to the development of students' thinking and cognitive abilities during the curricula, programs and textbooks modernization has been identified as one of the main components of primary education content. Almost all of the topics that children encounter during their studies are additionally implemented in the after-school activities. Educational institutions in the United States have analysed the experience of applying and implementing integrated learning: Integrated Learning Strategies, Radnor Township School District. It is proven that these research-based programs offer a holistic approach to the overall success of the student's educational, emotional, and social well-being. Integrated learning programs operate on the premise that, in the real world, adults are required to perform tasks and demonstrate skills that are not defined in a single academic discipline. Teachers of the integrated programs create lessons and activities that engage students in lessons, projects, and other learning tasks that focus on the connections between the skills and content taught in the regular curriculum. The regulatory documents governing the features of integrated learning in European educational establishments define the standards for the classification of education, in particular, the International Standard Classification of Education, which provides a comprehensive framework for the organization of educational programs and qualifications by applying uniform and internationally agreed definitions to facilitate the comparison of systems education in different countries.
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