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Psychological-Educational Studies
2026. Vol. 18, no. 1, 134–148
doi:10.17759/psyedu.202610107
ISSN: 2587-6139 (online)

Psychological and pedagogical potential of interdisciplinary integration and continuity of general and additional education

 
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Abstract

Context and relevance. Interdisciplinary integration and continuity of general and additional education play a key role in the formation of an integrated educational environment focused on achieving a set of educational outcomes for students. Objective. The aim is to identify and substantiate the psychological and pedagogical potential of interdisciplinary integration and continuity of general and additional education. Hypothesis. The psychological and pedagogical potential of interdisciplinary integration of general and additional education is provided by the continuity of content, technology, and a set of educational outcomes. Methods and materials. In the study, 589 teaching staff participated (M = 34, SD = 4,2, 83% women; 12,4% of school teachers; 71,6% of additional education teachers). The psychological and pedagogical potential of interdisciplinary integration and continuity of general and additional education was identified through a survey, and the experience was studied and the materials of reports at All-Russian webinars (38 subjects of the Russian Federation) were analyzed. Results. The psychological and pedagogical potential of interdisciplinary integration and continuity of general and additional education consists in coordinating targets and ensuring the continuity of the content of general and additional education programs; increasing the technological continuity of education; and creating conditions for the continuity of a set of educational outcomes (subject, meta-subject, personal). Conclusions. It is shown that interdisciplinary integration and continuity of general and additional education make it possible to create a single educational space to increase the effectiveness of achieving a set of educational outcomes for students. It is recommended to develop and implement variable succession models and create educational and methodological materials to ensure interdisciplinary integration.

General Information

Keywords: interdisciplinary integration, educational continuity, general education, supplementary education, additional education, meta-subject learning outcomes, educational psychology potential

Journal rubric: Methodology and Technology of Education

Article type: scientific article

DOI: https://doi.org/10.17759/psyedu.202610107

Received 21.08.2025

Revised 16.02.2026

Accepted

Published

For citation: Zolotareva, A.V., Mukhamedyarova, N.A. (2026). Psychological and pedagogical potential of interdisciplinary integration and continuity of general and additional education. Psychological-Educational Studies, 18(1), 134–148. (In Russ.). https://doi.org/10.17759/psyedu.202610107

© Zolotareva A.V., Mukhamedyarova N.A., 2026

License: CC BY-NC 4.0

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Information About the Authors

Angelina V. Zolotareva, Doctor of Education, Professor, Corresponding Member of the Russian Academy of Education, Professor of the Department of Pedagogical Technologies, Yaroslavl State Pedagogical University named after K.D. Ushinsky, Yaroslavl, Russian Federation, ORCID: https://orcid.org/0000-0002-7096-1005, e-mail: ang_gold@mail.ru

Natalya A. Mukhamedyarova, Candidate of Science (Education), Associate Professor of the Department of Theory and History of Pedagogy, dean of the Physics and Mathematics Faculty, Yaroslavl State Pedagogical University named after K.D. Ushinsky, Yaroslavl, Russian Federation, ORCID: https://orcid.org/0000-0001-9768-2164, e-mail: fominan.a@mail.ru

Contribution of the authors

Angelina V. Zolotareva — research ideas; annotation, writing and design of the manuscript; research planning; control over the research.

Natalya A. Mukhamedyarova — theoretical review, experiment; data collection and analysis; application of statistical methods; visualization of research results.

All authors participated in the discussion of the results and approved the final text of the manuscript.

Conflict of interest

The authors declare no conflict of interest.

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