Interdisciplinarity as a Catalyst for Educational Attainment: A Critical Analysis of PISA‑2018 in the Belarusian Context
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RIS BIB ENDNOTEPublication date: 15.12.2025
Wschodnioznawstwo (Eastern Studies), 2025, Volume 19, pp. 129-149
https://doi.org/10.4467/20827695WSC.25.009.22822Authors
Interdisciplinarity as a Catalyst for Educational Attainment: A Critical Analysis of PISA‑2018 in the Belarusian Context
This study examines the role of interdisciplinary approaches in educational achievements through the lens of PISA‑2018 results, focusing on Belarus, Russian Federation and OECD as case studies. The research employs quantitative comparative analysis of PISA‑2018 science assessment data, examining performance patterns across 33 tasks (115 questions) spanning biology, chemistry, physics, and geography, with particular emphasis on comparing student outcomes in single‑subject versus cross disciplinary problem solving tasks. The research demonstrates that despite different educational systems, both countries show improved student performance in interdisciplinary tasks compared to single‑subject assignments. The analysis reveals that integrated learning approaches contribute to better academic outcomes, even in systems traditionally based on isolated subject programs. The study provides insights into the potential of interdisciplinary education and suggests directions for educational reforms in both national contexts. The study is based on the results of the Belarus National PISA‑2018 Report.
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Information: Wschodnioznawstwo (Eastern Studies), 2025, Volume 19, pp. 129-149
Article type: Original scientific article
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Published at: 15.12.2025
Article status: Open
Licence: CC BY-SA 4.0
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