TRANSFORMATION OF PHD STUDENTS’ METHODOLOGICAL CULTURE IN AN INTERDISCIPLINARY EDUCATIONAL PARADIGM

Abstract

Summary. This article presents a comprehensive analysis of the strategic integration of methodology and the organization of research activities within the framework of interdisciplinary postgraduate training. The relevance of the transformation of educational approaches in the context of the increasing complexity of modern scientific research and global challenges is substantiated.

The essence of combining methodological and organizational components as a holistic model for training researchers is revealed. It is shown that interdisciplinarity acts as a key condition for the formation of universal research competencies of education applicants, in particular their critical thinking, cognitive flexibility, and the ability to integrate heterogeneous knowledge and methods.

The philosophical foundations of the unity of science, the features of methodological approaches in the natural, social, and humanitarian disciplines, as well as their convergence in the modern scientific space are analyzed. The scientific novelty lies in the conceptualization of an integrative model for training researchers, which combines methodological, organizational, communicative, and ethical components into a single system. Particular attention is paid to the role of the experimental method, digital technologies, and mathematical tools as a universal language of science.

The importance of organizational aspects of research activity is determined, including project management, resource management, risks, and scientific communication in a modern university. It has been established that integrated courses are a strategic tool for transforming a ‘narrowly specialized’ professional into a versatile researcher capable of working professionally in the context of contemporary scientific convergence. It has been demonstrated that, in the training of specialists at the third (educational and scientific) level of higher education, integrated courses enable them to form a holistic worldview, develop cognitive flexibility, master universal tools and transdisciplinary research approaches, foster innovation, and critically analyze diverse information. The role of the lecturer as a facilitator of interdisciplinary interaction and a bearer of general scientific logic is emphasized. Particular emphasis is placed on the importance of academic integrity and social responsibility in science during the professional training of PhD students.