Interdisciplinary Connections Research Articles

Design and Art Tools Formation of Visual Context in Modern Anthropogenic Environment

The purpose of the article is to establish the design and artistic means of forming the cultural-artistic context of modern anthropogenic space. The research methodology involved the use of synthesis and analysis methods with the involvement of interdisciplinary connections (architecture, art history, cultural studies, psychology, design), which made it possible to develop the available theoretical and practical experience on the subject of the article; the method of theoretical generalisation was used to formulate conclusions regarding the outlined problem. The scientific novelty of the article lies in the fact that it actualises the issue of the role of the visual and plastic language of design in the formation of the communicative and cultural content of the anthropogenic environment. Conclusions. With the change of socio-cultural, political and economic conditions, people's requirements for their environment also change. Design and artistic techniques make it possible to dynamically adjust the visual context of the space, to modernise it. The visual plastic design language of the modern anthropogenic environment is presented in artistically decorated stationary and moving objects, their parts, which add character and individuality to it, cause certain emotions in people who interact with such a space. The presence of murals, graffiti, street stencils, sticker art, aerosol art, posters, photo wallpapers, knitted graffiti, mosaics, LED art, media facades, sculptures, video mapping contributes to the formation of a new visual context of the environment, 3D images. Unsystematic, chaotic formation of the visual context of the space can disrupt its artistic integrity. It is worth considering the location of the object, its role in the general structure of the environment, architectural, historical or ethnic context.

“In the Footsteps of Our Ancestors” Polish Traditions of Westward Migration Meets Modern Epigenetics of Trauma

For several years, there have been ongoing considerations regarding the interdisciplinary connections between the natural sciences and the humanities. The same holds true for the question as to whether trauma can be inherited biologically as well as culturally. Today, this topic is increasingly steering the scientific debate in the direction of epigenetic research, which currently combines molecular biology and social psychology with their respective hallmarks. Can culture-related traumas be inherited and, if this was possible, can transgenerational consequences of trauma be passed on to subsequent generations? The focus remains on educational and socialization-related conduct as well on biologically inherited processes of how individual deals with their own trauma. Can migration be inherited by subsequent generations via transgenerational transmission of trauma? In order to answer this question, both consequences and causes of the long-running migration from Poland to Western European countries need to be considered. This article thus seeks to establish a connection between now and then, while also focusing on tragic passages in Poland’s history that were characterized by suffering, statelessness, and occupation (until 1989). Consequently, multi-layered and repeated habitus breakages as well as specific Polish “worldviews” may have emerged, which tend to favour migration. The causal links between the transgenerational transmission of such traumas and their causal connections to ongoing migration from Poland to countries such as Germany are addressed by using modern epigenetics.

Академическое письмо и информационная культура личности в подготовке студентов к написанию научной статьи

The need for the formation of research behavior and motivation for intellectual and creative activity of students is substantiated. Definitions of the concepts of academic writing and personal information culture are given. The results of a survey on identifying problems and self-assessment of students’ research skills, preparation and writing of scientific articles are analyzed. The time parameters and reasons for the emergence of academic writing and information culture courses in domestic higher education are considered. A comparative analysis of the content and methodological approaches of the concepts of academic writing and personal information culture is presented. The feasibility of a comparative approach using interdisciplinary methods in the study of interdisciplinary connections of these phenomena is proven in order to improve the quality of preparation and writing of scientific articles by students.

The Perception and Meaning of a Literary Text in the Initial Stage of the Basic Level of Education in the Context of the Use of Cross-Curricular Connections (The Teacher‘s Point of View)

The article examines the problem of perceiving and making sense of a literary text, using interdisciplinary connections for this purpose. A brief retrospective analysis is introduced, then the relevance of the problem is emphasized. The methodology of the research is presented with the survey conducted among teachers from the initial stage of the basic level of education and conclusions from the two components are drawn. The survey is entirely online. It is based on two criteria with corresponding co-indicators to them. It includes questions about the perception and understanding of literary text by students in the elementary stage, as well as the use of intersubject connections by teachers - opinions about their usefulness, examples of their application and achieving the motivation of students for the learning process; as well as the strategies used to improve skills, the difficulties students encounter, and the joint activities with parents. Relevant conclusions have been drawn.

READINESS OF SCIENCE & MATH TEACHERS TO APPLY STEM TECHNOLOGIES IN PROFESSIONAL ACTIVITIES ACCORDING TO THE COGNITIVE CRITERION INDICATORS

The development of STEM education requires teachers to have knowledge in science and mathematics, comprehensive interdisciplinary knowledge, and the ability to integrate various fields of science, technology, and engineering into the educational process. That calls for new approaches to building teachers' readiness that involve the development of cognitive abilities, including the ability to analyze and critically think creativity, and the ability to innovate. In the article, we present a brief theoretical analysis of scientific sources of domestic and foreign scholars, which allowed us to clarify the concept of "readiness of teachers of natural and mathematical disciplines to use STEM technologies in their professional activities." Considering the approaches to determining the readiness criteria, the criteria are formulated, among which we single out the cognitive criterion, which characterizes the totality of knowledge and ideas about the nature of professional activity, professional knowledge, skills, and abilities to implement STEM in the educational process. The indicators of the cognitive criterion are highlighted: 1) "awareness in the field of STEM," which reflects the level of knowledge of the future teacher about current trends in the development of STEM education and technologies used in STEM projects; 2) "comprehensive interdisciplinary knowledge," which reflects knowledge of various disciplines of the natural and mathematical cycle, as well as an understanding of interdisciplinary connections within STEM and the ability of the future teacher to make connections. The methods of calculating indicators for determining the readiness levels of teachers of natural and mathematical disciplines to use STEM technologies in their professional activities are described. The results of the pedagogical experiment, which was processed according to the Student's criterion, are presented. It has been confirmed that the level of formation of the knowledge component of readiness according to the indicators of the cognitive criterion (awareness of STEM and the availability of comprehensive interdisciplinary knowledge) has positive dynamics in the experimental group.

Диагностика тесноты междисциплинарных связей по семестровым экзаменационным оценкам студентов в период смешанных форм обучения в вузе

The analysis of the closeness of interdisciplinary connections, built with the help of exam grades received by students in previous and subsequent disciplines, according to the sequence of their study according to the curriculum. The influence of the knowledge of mathematical disciplines on the knowledge of general engineering disciplines and the dependence of knowledge between the disciplines of a special block, achieved both in full-time and distance learning, is considered. The closeness of interdisciplinary ties was established on the basis of the results of the bachelor’s examinations in the field of Computer Science and Computer Engineering, conducted both before the outbreak and during the development of the pandemic.

JLT-Gespräch: Die Praxis der Literaturtheorie

Abstract JLT Talks offers a new format for discussing current topics in the field of literary theory. It was inspired by the focus of this special issue, which foregrounds the practice of literary theory. Although the amount of praxeological work has increased in recent years, there are only a few studies that deal specifically with literary theory. The participants in the discussion – Eva Geulen, Steffen Martus, and Carlos Spoerhase – explore the challenges facing a practical analysis of literary theory. They discuss what it might mean to move from the concept of theory to the concept of theorizing, and where the expected advantages and possible deficits of a praxeological approach and reconstruction of theorizing might lie. One focus is put on the questions of how theorizing can be conceptualized, which indicators are to be assumed, to what extent it differs from other practices in literary studies, and which forms and norms of theorizing should be analysed praxeologically. The discussion outlines a spectrum of theorizing practices, ranging from the establishment and implementation of ›grand theories‹ and the theoretical reflection of conceptual foundations to smaller-scale practices, such as abstraction and generalization. In addition, the analytical view of the activities and claims associated with ›theory‹ is distinguished from literary theorists’ self-reflection (self-understanding). Various features are discussed which indicate practices of theorizing, including abstracting, generalizing, explaining and disciplining scientific exchange. In addition, the discussants consider to what extent there are different ›degrees‹ of theorizing, and emphasize the need to distinguish between theory as a result and theory as an activity or process. As proposed, theorizing can be understood as an activity that shapes processes of literary research as a whole and is determined by the subject matter. It becomes clear that practices of theorizing should not be viewed in isolation, but rather in their interplay with other practices, especially practices of interpretation. Further questions that are addressed include the following: What do ›grand theories‹ with general explanatory claims such as deconstruction or systems theory achieve, and to what extent have they changed literary studies? How can theorizing be better conveyed in university teaching? The ›standard‹ approach – reading theoretical texts, deriving methodological consequences from them, and applying them to literary texts – is considered to be inadequate. Instead, in teaching, stronger emphasis should be put on theorizing as an intellectual and collaborative activity. This could be achieved by integrating practices of trial and error into the teaching of theory. The advantage of a theoretical orientation, in the sense of abstraction as well as the generalization of problems and statements, is undisputed, especially with regard to communication and exchange with the international academic community: a common theoretical basis seems to promote international exchange, while facilitating interdisciplinarity. Nevertheless, the question arises as to whether there is a certain ›level of theory‹ that guarantees international and interdisciplinary connectivity. What costs are associated with a specific level of generalization? To what extent is the development of abstract ›grand theories‹ driven by a striving for symbolic capital? Finally, the notorious question of the material required for a comprehensive praxeological analysis of theorizing is addressed.

Human rights and social justice in Quranic contexts: a global trend

Scholarly interest in the study of social justice and human rights in Quranic contexts has increased in light of global conversations about ethical governance, equality, and justice. To fully comprehend how Islamic texts contribute to current human rights discourses, this study aims to present a bibliometric analysis of key trends, authors, and themes in the literature surrounding these problems. Using R/R-Studio, Vosviewer, Microsoft Excel, and a Boolean search on Scopus, data from 2019 to 2024 is analysed to identify important trends, authors, affiliations, and thematic developments within these interconnected disciplines. The results show a wide range of research interests and substantial publication activity with noteworthy contributions from different nations and institutions. Network visualisations highlight the transdisciplinary nature of the discourse by illuminating the relationships and co-occurrences of important terms. This study offers important insights into the development of scholarly research on these important subjects, laying the groundwork for further research and educating practitioners and politicians on the relationship between social justice, legal doctrine, and religious texts.

Training of future ship engineers and electricians by means of competence, communicative and interdisciplinary approaches

The article examines the peculiarities of future ship engineers and electricians education by means of competence, communicative and interdisciplinary approaches; emphasis is placed on the interdisciplinary connections of the disciplines of different cycles of training; it is underlined that the process of future seafarers education should be based on a competent, communicative and interdisciplinary approach, which will provide future specialists with efficiency in acquiring knowledge, skills and abilities. The important competencies are defined in research by the educational goals of the competency-based approach that include knowledge and understanding (theoretical knowledge of an academic discipline, the ability to know and understand); knowledge of how to act (practical or operational application of knowledge in certain situations); knowledge of how to live (values as an integral element of perception and coexistence with others in a social context). The interdisciplinary approach is an interdisciplinary movement of knowledge towards integrity, which involves a systematic study of the object and is a logical result of changes in each of the interacting knowledge systems, and is the source of the emergence of new trends towards their integration. The study notes that the use of competency-based and interdisciplinary approaches contributes to the effective planning of professional training of a specialist; the analysis of the situation with the influence of interdisciplinary and competence approaches on the sequence of presentation of educational material when studying the disciplines of different training cycles allows to say that the use of these approaches contributes both to the in-depth assimilation of knowledge and skills by cadets and enriches their horizons allowing to establish relationships and interdependencies in the process of their education. Attention is drawn to the fact that the communicative approach in studying the disciplines of the cycle of humanitarian and socio-economic education will contribute not only to communicative knowledge and skills (frequency, accuracy in formulating statements, the correct use of existing samples and the construction of one's own), but will also produce such universal skills as teamwork, creativity, flexibility, etc. It has been proven that there is a need to apply the principles of interdisciplinary and competency-based approaches in educational and professional programs, training programs, curricula for more effective mastery of the future profession by ship engineers and electricians

ФОРМИРОВАНИЕ КОММУНИКАТИВНОЙ КОМПЕТЕНЦИИ В РАМКАХ ДИСЦИПЛИН ГУМАНИТАРНОГО БЛОКА

The article examines the process of formation and improvement of one of the universal competencies - “communicative” (UC-4) at a technical university. Its main content, place and role in vocational education are determined. The emphasis is placed on the fact that the competence “Communication” is formed not by “assimilation” of certain theoretical knowledge, but by their regular application and integration into educational process general matrix, contributing to general professional and professional competencies communicative component formation. New academic discipline “Professional ethics and fundamentals of business communication” is of particular importance for engineering training. This discipline differs from “Psychology of professional communication”, “Business communication”, “Fundamentals of business communication” because communicative competence is formed here through the prism of moral and ethical norms of society and professional ethics Formation of full-fledged communication skills is impossible within the framework of only one academic discipline; therefore, it is recommended to include interdisciplinary connections and extracurricular activities potential. The results of the study confirmed humanitarian training relevance at a technical university and importance of UC-4 for future specialists. The study was conducted at the Kamyshin Technological Institute (branch) of Volgograd State Technical University (KTI VSTU).

METHODOLOGICAL APPROACHES TO INTEGRATED AND PROBLEM-BASED TEACHING THE TOPIC “PHOTOSYNTHESIS”

This work is devoted to the study of an integrated methodology for teaching the topic of “Photosynthesis”. The topic itself is interdisciplinary. To address it comprehensively, we draw from various natural sciences as well as economic knowledge. Effective teaching requires multifaceted preparation of both the teacher and students, along with the selection of appropriate methods and approaches. The primary teaching principle in the context of methodology explores solutions to challenging issues through diverse approaches. The teacher’s goal is not merely to reproduce existing knowledge mechanically but to stimulate critical thinking and active engagement among students. The final outcomes for students encompass a multifaceted analysis of the phenomenon, justification of cause-and-effect relationships, understanding structural and functional dependencies, creation of diagrams and illustrations, comparative analysis, drawing conclusions, problem-solving, integration within the subject, interdisciplinary connections, and the organization of knowledge. Emphasis is also placed on developing the ability to formulate unclear questions, integrate existing knowledge, and construct new understanding through various combinations. Simultaneously, this approach fosters the creation of a collaborative environment, cultivates the capacity for self-directed learning, enables students to teach others, and facilitates the articulation and justification of their own opinions. This teaching method is aimed at developing students’ active thinking and logic, which are among the main requirements of modern pedagogy.

Charting sustainable urban development through a systematic review of SDG11 research

The Sustainable Development Goal (SDG) 11 underscores the imperative of creating inclusive, safe, resilient and sustainable cities and communities by 2030. Here we employ bibliometric techniques to assess the evolving landscape of SDG11 research. Using a comprehensive dataset of over 21,000 scholarly publications, we investigate publication trends, thematic focus areas, authorship patterns, keyword co-occurrences and citation networks related to SDG11 research. The results reveal a consistent increase in research output, reflecting the growing global interest in urban sustainability studies. We identify influential authors, organizations and countries shaping the research landscape, highlighting existing global collaborative networks and emerging research hubs. Core thematic areas emphasize critical topics and interdisciplinary connections. Citation networks underscore the impacts of disseminating research outputs, including seminal works. This study offers insights for policymakers, academics and practitioners to align their collective efforts toward sustainable, inclusive and climate-resilient urban development. Moreover, it advances SDG11 by noting opportunities for further research, knowledge dissemination and international collaboration.

Design transparency of high-school chemistry teachers’ guides: a comparative study

ABSTRACT The influence of teachers' guides (TGs) as an essential curriculum resource supporting instruction, professional development, and reflection among teachers has been well studied. However, there is scarce research on the design transparency of TGs whereby the intentions of curriculum designers are made explicit and accessible. To fill this gap, we conducted a comparative study of high-school chemistry TGs across four common topics in China and Korea to analyse the categories, frequencies and depth of supports found within them, specifically in terms of their (i) design rationales, (ii) storyline and (iii) other transparency supports. The results showed that their TGs exhibited more similarities than differences and placed the highest emphasis on explaining teaching methods which accounted for around half of their content. Another emphasis was on communicating rationales with the highest proportion of support devoted to explaining course objectives and the purpose of an activity. Nonetheless, storyline design transparency supports (especially concerning interdisciplinary connections) were severely lacking. These results hold implications for the development of more effective TGs for chemistry instruction in terms of explicitly stating rationales behind pedagogy and activities (i.e. “the why”), pointing out learning difficulties and use of representations by students, interdisciplinary teaching and implementing differentiated instruction among other supports.

Beyond the Acronym: Interconnections of STEAM, the Humanities, and Digital Citizenship

This study examines interdisciplinary and transdisciplinary interconnections within STEAM (Science, Technology, Engineering, Art, and Mathematics), the humanities, and their collective impacts on civilizations over time. This study includes a comprehensive overview of STEAM education and its integration with historical context and explores relationships beyond the acronym of STEAM itself, with an emphasis on STEAM advancements, the humanities, and digital citizenship for contemporary learners. The role of humanities in relation to STEAM is considered for delving into the historical background of robotics, the technological evolution from simple machines to complex tools for machine learning, engineering innovations during Industrial Revolutions, the Renaissance for creativity, and the Maker Movement for makerspaces in fostering innovation. The researchers consider how scientific, technological, engineering, and mathematical advancements have shaped societal development, as well as the historical roles of artistic expression on cultures. An analysis of interdisciplinary and transdisciplinary connections among STEAM disciplines within historical contexts creates a holistic educational view of societal evolution. The researchers also reflect on the contemporary implications of historical STEAM developments, advocating for the integration of historical context into STEAM curricula – and STEAM curricula into the humanities – for cultivating critical thinking, creative thinking, and a deeper understanding of civilization's interconnectedness.

Возможности метода фокус-групп в процессе подготовки специалистов в сфере социальной работы

The main advantages and disadvantages of the focus group method as a qualitative method of em-pirical research are revealed. The main directions of application of the focus group method are de-fined - the effectiveness of general and private social work technologies, changes in the main char-acteristics of objects and subjects of social work, the development of new forms, technologies, di-rections of social work, the implementation of social work in the non–commercial sector. It is con-cluded that the focus group method is actively used in such areas of social work as education, healthcare, and social protection, and the ability to apply it in practice reflects a high level of train-ing of specialists and a deep understanding of the interdisciplinary connections between sociology and social work.

Quiz as an effective technology for forming the professional personality of medical students in the aspect of the basic values of Zhana Kazakstan

The article is devoted to the current problem of the formation of the professional personality of medical students from the point of view of basic values, such as citizenship and responsibility, corresponding to the new demands of society, lying in the plane of the modern Concept of Zhana Kazakhstan. The purpose of the article is to formulate the principle of the effectiveness of using a quiz in classroom and extracurricular work with students of medical specialties. The authors offer a specific scenario for the quiz «Medical Karaganda», and at the same time describe in detail the tasks and the course of the game. The tasks are based on materials on the history of medicine in Karaganda, including unique archival sources, materials collected in museums and other sources. The quiz also involves conducting it in the second language that the students are studying (in this case, Russian for students in groups with Kazakh as the language of tuition). The article analyzes both the effectiveness of individual tasks and the quiz as a whole. The analysis was carried out based on the results of testing a quiz in the classroom (NС JSC «Karaganda Medical University», 1st year students) and as part of the «City Day» event at the private institution «Bolashaq Academy» with students of the specialty «Pharmacy». Analysis of the results obtained during feedback and questioning proved the effectiveness of the quiz in the formation of basic values (patriotism, responsibility, critical thinking) and allowed us to formulate the principle of effectiveness based on a careful selection of tasks and interdisciplinary connections.

Dentistry and Gynecology: Exploring Interdisciplinary Connections in Women's Health

The interrelationship between dentistry and gynecology underscores the importance of an integrated approach to women's health. This article examines the connections between oral health and gynecological conditions, focusing on the impact of hormonal changes, pregnancy, and systemic diseases on oral health. It also discusses the role of dental care in managing conditions like polycystic ovary syndrome (PCOS), menopause, and gestational diabetes. Emphasizing the need for interdisciplinary collaboration, this article highlights how gynecologists and dentists can work together to improve patient outcomes.

“What is ‘the tradition overall’?”: Theorising Classical Reception through the Lens of Memory Studies

Abstract Memory is the topic of many modern engagements with antiquity, and it is also the modus operandi of many modern adaptations of antiquity, driven and shaped by the ever-changing ways in which ‘the classics’ are conceptualised within different time-periods and socio-cultural contexts. Popular awareness of classical materials, their socio-economic status, how famous characters and stories are perpetuated through mnemonic adaptation – these are important factors of memory-driven reception that deserve to be investigated as part of classical reception studies. In this article, we thus propose ways in which interdisciplinary connections between memory studies and classical reception studies can be established.

Exploring group concepts in abstract algebra through ChatGPT

Traditional methods often struggle to engage students and effectively communicate the intricacies of abstract algebra. This study aims to explore the future of mathematics teaching, with a focus on integrating group theory concepts into Abstract Algebra using ChatGPT, an advanced language processing AI. Chat transcripts edited with ChatGPT were analyzed to gain insights into the evolving landscape of mathematics education, specifically concerning group theory. Group theory is a fundamental branch of Abstract Algebra poised to shape the future of mathematics instruction. ChatGPT facilitates interactive discussions and problem-solving tasks related to group operations, properties, and theorems, offering personalized explanations and guidance tailored to individual student needs. The study highlights the potential of AI-driven platforms like ChatGPT to revolutionize mathematics education by providing dynamic and engaging learning experiences centered around group theory. Furthermore, the study emphasizes the importance of incorporating group theory into mathematics curricula to foster critical thinking, problem-solving skills, and interdisciplinary connections. Educators are urged to leverage innovative tools like ChatGPT alongside traditional pedagogical approaches to ensure effective teaching and learning. Through thoughtful implementation and ongoing professional development, educators can harness AI's power to create inclusive, equitable, and enriching learning environments, empowering students in abstract mathematical reasoning and analysis.

PROBLEM-BASED LEARNING TASKS FOR INTERPRETING A MULTIMODAL TEXT WHEN DELIVERING UNIVERSITY FL EDUCATION DEGREE PROGRAMMES

We discuss theoretical issues connected with methodological construction of problem-solving tasks for development of polycode competence in the system of language tertiary education. As one of the salient genres of polycode texts we take British and American political cartoon and the process of its interpretation. Yet another object of discussion is formed by particular difficulties when we try to include this format into text analysis. It gives us grounds to single out key features of polycode texts, which make them different from traditional text format. Here we include lack of precise genre typology, combination of various semiotic codes, lacunas presence, clip character, specific nature of intertextual chains. We single out several stages in the process of polycode competence formation and development. In particular, problem-solving tasks aimed at identification and primary decoding of certain elements typical for any polycode text; problem-solving tasks aimed at interpretation of verbal and visual components; carrying out group project/group projects of scientific educational or scientific research, of cultural and discourse character; participation in culturally-oriented discussions; assessment of the level of student’s polycode competence formation when interpreting a certain genre of polycode text. In this article, we focus upon possible problem-solving tasks of the first two stages. As one of possible solutions, we suggest conceptual cognitive metaphor modelling and oppositions. The oppositions in this case are built on basic sociocultural values while metaphor modelling includes structural, orientational and ontological concepts, which can be further found out in various types of polycode texts. As possible advantages of this approach, we consider it giving ground for interdisciplinary connections in the course of professional foreign language training. It also enables to widen the scope of questions and topics discussed with students as well as introduce certain linguocultural and sociocultural phenomena. All this assists in building professional competence of a would-be specialist as far as foreign media and multimodal environment is concerned, including its destructive practices. We also describe results of the experimental work. As part of the experiment, we assessed student’s ability to recognise images, symbols, archetypes, linguocultural subjects and meanings, precedent phenomena, continuity of forms and structures, conceptual metaphors and models, conceptual oppositions, basic and transferred meanings, connotations.