INTERDISCIPLINARITY IN HIGH SCHOOL: A PATH TO INTEGRAL LEARNING

This study examines interdisciplinarity in upper secondary education as a means to overcome curricular fragmentation and strengthen integral learning. The investigation was conducted through an integrative literature review, encompassing academic works and recent regulatory documents. The survey and analysis identified trends that highlight the integration of different areas of knowledge as a strategy to enhance the social relevance of the curriculum, connecting school content to real-life situations and fostering students’ cognitive, ethical, and socio-emotional development. The findings indicate that interdisciplinarity becomes more effective when supported by consistent educational policies, teacher training programs, and collaborative pedagogical practices, although institutional and structural barriers still limit its full implementation. The study concludes that adopting interdisciplinary curricula represents a promising path for renewing upper secondary education, contributing to the formation of engaged individuals prepared to understand the complexity of the world, while also offering insights for further research and policies that strengthen integral education as a central axis of schooling.