STEM PROJECT AS A MEANS OF INTERDISCIPLINARY INTEGRATION IN THE TRAINING OF FUTURE TEACHERS OF TECHNOLOGY AND COMPUTER SCIENCE

Abstract

Introduction. The rapid development of digital technologies, automation, and interdisciplinary knowledge integration has significantly transformed the requirements for modern teacher training. In this context, there is an increasing need to prepare future teachers of technology and computer science who are capable of integrating knowledge from multiple domains and organizing practice-oriented, research-based learning. STEM education is considered one of the most effective approaches to achieving this goal, as it combines science, technology, engineering, and mathematics into a unified educational framework.
Purpose. The purpose of the study is to substantiate the pedagogical potential of STEM projects as a tool for interdisciplinary integration in the professional training of future teachers of technology and computer science, as well as to determine the directions and effectiveness of their implementation in the educational process.
Methods. The research is based on a комплекс of theoretical and empirical methods, including analysis and generalization of scientific literature, comparison of existing approaches to STEM education, systematization of pedagogical practices, and modeling of the process of implementing integrated STEM projects in teacher training.
Results. The study reveals that STEM projects serve as an effective means of integrating technological, informational, mathematical, and scientific knowledge within a unified learning process. The key stages of STEM project implementation are identified, including problem formulation, planning and design, practical realization, testing, and evaluation of results. Examples of various types of STEM projects (technical-technological, informational-analytical, educational-methodological, and research-oriented) are presented. It is proved that participation in such projects enhances students’ engineering thinking, digital literacy, creativity, research skills, and ability to solve complex practical problems. Moreover, project-based activities contribute to the development of collaboration, responsibility, and innovation in future teachers.
Originality. The scientific novelty of the research lies in the comprehensive justification of STEM projects as a systematic tool for strengthening interdisciplinary integration specifically in the training of future teachers of technology and computer science. The study further develops the methodological foundations of STEM-based teacher education by proposing a structured approach to integrating different subject areas through project activities.
Conclusion. It is concluded that the implementation of STEM projects significantly improves the quality of professional training of future teachers, ensuring the formation of integrated competencies and readiness to apply innovative teaching methods in real educational environments. The study suggests expanding the use of interdisciplinary modules, project-based learning formats, and integrated curricula in higher pedagogical education. Such approaches will contribute to the preparation of a new generation of teachers capable of effectively responding to the challenges of the modern technological society.