Multidisciplinary Clubs In Reading, Science, Art, And Mathematics: Integration Of Teacher Mediation, Active Methodologies, And ESG Principles In Meaningful Learning

Abstract:Background: The contemporary educational landscape requires pedagogical practices that integrate multiplefields of knowledge, foster collaboration, and promote the development of students’ critical thinking.Multidisciplinary clubs of reading, science, art, and mathematics provide a fertile environment for suchintegration, offering opportunities to explore teaching mediation, active methodologies, and sustainabilityprinciples (ESG) as interconnected elements in meaningful learning.Materials and Methods: To analyze these dynamics, a qualitative research design was adopted. Twomethodological approaches supported the investigation. The first consisted of a bibliographic review, whichmade it possible to situate the discussion within the broader scientific literature. The second was a documentaryanalysis, which enabled the examination of records and materials that document the functioning ofmultidisciplinary clubs in educational contexts.Results: The findings reveal that the integration of teaching mediation, active methodologies, and ESGprinciples within multidisciplinary clubs creates a pedagogical space that encourages engagement,collaboration, and reflective learning. This combination proved to be not only adaptable to differenteducational realities but also effective in stimulating students’ capacity to connect theory and practice in waysthat support significant learning. Conclusion: The study indicates that linking teaching mediation, active methodologies, and ESG principles tomultidisciplinary clubs is more than an innovative proposal for school organization. It represents a concreteopportunity to redefine educational processes, aligning them with the demands of 21st-century training andpreparing students for a context in which knowledge, responsibility, and critical engagement are inseparable.