STEM APPROACH IN HISTORY EDUCATION: DIDACTIC OPPORTUNITIES FOR INTERDISCIPLINARY INTEGRATION
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This article examines the theoretical and methodological foundations of applying the STEM (Science, Technology, Engineering,
Mathematics) approach in history education. A systematic analysis is conducted of the historical stages of STEM education development,
its main components, and the didactic possibilities of integration with history as a discipline. The experience of interdisciplinary integration
in foreign countries (USA, Great Britain, South Korea, Finland) and in the education system of Uzbekistan is comparatively studied. Based
on the analysis of literature, the necessity of developing a methodology for the systematic application of the STEM approach in history
education is substantiated. Special attention is paid to the analysis of Beruni’s scientific heritage as a historical source of interdisciplinary
integration.
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