An analysis of foreign and domestic literature has shown that some models and assessments of interdisciplinary learning are based on the unconditional recognition of the advantages of interdisciplinary learning, while others are skeptical about the final results compared to traditional subject training, and point to limited didactic possibilities for applying integration. The survey data of young teachers, whose experience does not exceed five years, showed that more than 10% of respondents do not conduct integrated lessons. In the teaching community, when introducing interdisciplinary lessons, the same problems manifest themselves as for foreign teachers: lack of time to prepare for interdisciplinary lessons, weak or lack of cooperation in the teaching staff, lack of textbooks and teaching aids for integrated lessons, restrictive curricula and curricula, etc. The theoretical provisions of this work can be the subject of discussion, exchange of experience at seminars, conferences of teachers, methodologists.