THEORETICAL FOUNDATIONS OF LESSON INTEGRATION AND PEDAGOGICAL DESIGN

Abstract

This article analyzes modern forms of designing teacher activities within the process of lesson integration from a scientific-pedagogical perspective. It outlines the content, didactic foundations, and pedagogical design principles of integrated education, while highlighting the theoretical and practical significance of approaches such as project-based learning, modular instruction, interdisciplinary integration, the STEAM approach, problem-based learning, collaborative learning, digital pedagogical design, and reflective practice in developing the professional competencies of future teachers. Furthermore, the stages of the teacher activity design process and their role in organizing integrated lessons are substantiated through scientific sources