INTERDISCIPLINARY LEARNING AS A MEANS OF ENHANCING ANALYTICAL AND REFLECTIVE THINKING IN PEDAGOGY MASTER'S STUDENTS

The article explores the educational potential of interdisciplinary learning in strengthening analytical and reflective thinking among master’s students specializing in pedagogy. It focuses on how the purposeful integration of pedagogical, psychological, philosophical, and research-methodological perspectives can help students interpret complex educational situations, compare explanations, evaluate evidence, and justify professional decisions. The paper outlines key dimensions of analytical and reflective thinking and presents a staged instructional framework involving problem identification, interdisciplinary inquiry, evidence-based discussion, and reflective review. It also considers learning activities such as case analysis, academic debate, concept mapping, and reflective writing. The proposed framework is theoretical and methodological; its practical value lies in providing a structured basis for designing learning tasks that move beyond reproduction of information toward reasoned interpretation and professional judgment.