INTERDISCIPLINARITY AS A KEY STRATEGY FOR DEVELOPING SCIENTIFIC COMPETENCIES: A REVIEW OF EMERGING APPROACHES

Abstract

Interdisciplinarity has become an essential approach to science education by integrating knowledge, methodologies, and perspectives that foster the development of scientific competencies across diverse educational contexts. This article presents a narrative review of thirteen studies published between 2020 and 2025 in Latin America, the United States, and the United Kingdom, focused on the implementation of interdisciplinary approaches such as STEM, STEAM, and project- or problem-based learning. The search and selection of sources were conducted using open-access academic databases, applying inclusion criteria related to thematic relevance, educational level, and full-text availability. The analyzed studies show that disciplinary integration strengthens three core dimensions of scientific competence: the cognitive, related to critical thinking and hypothesis formulation; the procedural, primarily associated with research design and problem-solving; and the attitudinal, linked to collaboration, creativity, and environmental awareness. The findings indicate that, in Latin American contexts, most experiences focus on the social and environmental contextualization of learning, while in the United States and the United Kingdom, more consolidated institutional structures and systematic assessment processes prevail.

The review concludes that interdisciplinarity enhances and promotes a holistic understanding of science and its practical application; however, its sustainability depends on teacher training, institutional support, and the existence of policies that coherently integrate curriculum, assessment, and pedagogical innovation.