ІНТЕРДИСЦИПЛІНАРНИЙ ПІДХІД У ПЕДАГОГІЧНИХ ДОСЛІДЖЕННЯХ: МЕТОДОЛОГІЧНІ ЗАСАДИ, ВИКЛИКИ ТА ПЕРСПЕКТИВИ

The article examines the interdisciplinary approach as a methodological basis for modern pedagogical research. The relevance of the topic is due to the complexity of educational phenomena that arise at the intersection of cognitive, sociocultural, psychological and technological factors. Traditional disciplinary frameworks are less and less able to meet the challenges of digitalisation, globalisation and the intensification of knowledge transformations in education. Interdisciplinarity is seen as a response to the need for a comprehensive analysis and updating of scientific approaches in pedagogy. The purpose of the article is to analyse the theoretical and philosophical foundations of interdisciplinarity, its differences from multidisciplinarity and transdisciplinarity, and to identify the potential for integrating pedagogy with psychology, sociology, cognitive science and information technology. Particular attention is paid to the formation of a research culture among master's students majoring in Vocational Education (Digital Technologies), the development of their critical thinking and epistemological reflection. The article reveals the methodological principles of interdisciplinary research – openness, integration, reflexivity, emergence, contextuality and transparency. The philosophical foundations of interdisciplinary thinking are analysed, in particular, post-nonclassical rationality, constructivism, and a systematic approach. Typical challenges are considered: epistemological incompatibility of disciplines, methodological insufficiency of researchers' training, institutional barriers and ethical dilemmas. Applied aspects of the use of interdisciplinary methods in master's research by students of speciality A5.39 "Vocational Education (Digital Technologies)" are presented. The article also emphasises the need to form a research culture of young researchers capable of interdisciplinary cooperation, critical thinking and creative adaptation to new scientific conditions. It is concluded that interdisciplinarity is not only a tool for scientific analysis, but also a worldview position necessary for the transformation of educational reality in the modern world.