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- The Bologna Declaration of 19 June 1999.

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- Pavlovskiy Odintsovo Branch of Moscow State Institute of International Relations (University) of the Ministry of Foreign Affairs of Russia, Odintsovo, Russia 1. Introduction One of the objectives of the Bologna Declaration
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- calls for the development of integrated training programs to ensure the mobility of curricula. Integrated training programs are built based on interchangeable blocks, allowing students to make their own choices.

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- Гоголева И.В., Семенова Г.Е., Иванова А.В. Педагогические условия междисциплинарной интеграции при реализации компетентностного подхода // Педагогический журнал. 2017. No 3А. Т. 7. С. 90–97.

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- Interdisciplinary integration of the educational process is considered as the main mechanism for optimizing the structure of the knowledge model and the system of disciplines to form professional competencies both for each academic discipline separately and within the curriculum as a whole
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- . Many works have been devoted to solving problems of interdisciplinary integration (for example, [3-5]). One of the main conditions for the implementation of interdisciplinary integration within the competence approach is the logical sequence of disciplines in the learning process, which is reflected in the curriculum.

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- Leclair Laurie W., Dawson M., Howe A. et al. A longitudinal interprofessional simulation curriculum for critical care teams: Exploring successes and challenges // Journal of Interprofessional Care. 2018. Vol. 32. Iss. 3. P. 386–390.

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- Interdisciplinary integration of the educational process is considered as the main mechanism for optimizing the structure of the knowledge model and the system of disciplines to form professional competencies both for each academic discipline separately and within the curriculum as a whole [2]. Many works have been devoted to solving problems of interdisciplinary integration (for example,
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- [3-5]
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- ). One of the main conditions for the implementation of interdisciplinary integration within the competence approach is the logical sequence of disciplines in the learning process, which is reflected in the curriculum.

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- Castillo-Parra S., Oyarzo Torres S., Espinoza Barrios M. et al. The implementation of multiple interprofessional integrated modules by health sciences faculty in Chile // Journal of Interprofessional Care. 2017. Vol. 31. Iss 6. P. 777–780.

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- Interdisciplinary integration of the educational process is considered as the main mechanism for optimizing the structure of the knowledge model and the system of disciplines to form professional competencies both for each academic discipline separately and within the curriculum as a whole [2]. Many works have been devoted to solving problems of interdisciplinary integration (for example,
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- [3-5]
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- ). One of the main conditions for the implementation of interdisciplinary integration within the competence approach is the logical sequence of disciplines in the learning process, which is reflected in the curriculum.

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- Noble D.B., Mochrie S.G.J., O’Hern C.S., Pollard T.D., Regan L. Promoting convergence: The integrated graduate program in physical and engineering biology at Yale University, a new model for graduate education // Biochemistry and Molecular Biology Education. 2016. Vol. 44. Iss. 6. P. 537–549.

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- Interdisciplinary integration of the educational process is considered as the main mechanism for optimizing the structure of the knowledge model and the system of disciplines to form professional competencies both for each academic discipline separately and within the curriculum as a whole [2]. Many works have been devoted to solving problems of interdisciplinary integration (for example,
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- [3-5]
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- ). One of the main conditions for the implementation of interdisciplinary integration within the competence approach is the logical sequence of disciplines in the learning process, which is reflected in the curriculum.

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- Barry A., Born G., Weszkalnys G. Logics of interdisciplinarity // Economy and Society. 2008. 37. P. 20–49.

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- The way out of this situation is to control the logic of the curriculum at the stage of its formation. To assess the curricula, a sufficient number of quantitative and qualitative methods have been developed
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- . However, from the point of view of the problem of evaluating the logic of the curriculum, quantitative methods are preferable. In this regard, there is a wide variety of quantitative approaches to the evaluation of curricula.

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- However, from the point of view of the problem of evaluating the logic of the curriculum, quantitative methods are preferable. In this regard, there is a wide variety of quantitative approaches to the evaluation of curricula. Here are some of them: • a Likert evaluation scale
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- ; • Curriculum mapping [6]; • a database-driven survey tool [6]; • Course progression maps [6]; • Anderson and Krathwhol’s cognitive taxonomy [8]; • Porter’s alignment index [8]; • a peer assessment [9]; • quantitative data in the form of standardized course evaluations [10]; • regression analysis method [11]; • a metacognitive approach [12].

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- However, from the point of view of the problem of evaluating the logic of the curriculum, quantitative methods are preferable. In this regard, there is a wide variety of quantitative approaches to the evaluation of curricula. Here are some of them: • a Likert evaluation scale [6, 7]; • Curriculum mapping
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- ; • a database-driven survey tool [6]; • Course progression maps [6]; • Anderson and Krathwhol’s cognitive taxonomy [8]; • Porter’s alignment index [8]; • a peer assessment [9]; • quantitative data in the form of standardized course evaluations [10]; • regression analysis method [11]; • a metacognitive approach [12].

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- In this regard, there is a wide variety of quantitative approaches to the evaluation of curricula. Here are some of them: • a Likert evaluation scale [6, 7]; • Curriculum mapping [6]; • a database-driven survey tool
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- [6]
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- ; • Course progression maps [6]; • Anderson and Krathwhol’s cognitive taxonomy [8]; • Porter’s alignment index [8]; • a peer assessment [9]; • quantitative data in the form of standardized course evaluations [10]; • regression analysis method [11]; • a metacognitive approach [12].

- In-text reference with the coordinate start=7354
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- In this regard, there is a wide variety of quantitative approaches to the evaluation of curricula. Here are some of them: • a Likert evaluation scale [6, 7]; • Curriculum mapping [6]; • a database-driven survey tool [6]; • Course progression maps
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- [6]
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- ; • Anderson and Krathwhol’s cognitive taxonomy [8]; • Porter’s alignment index [8]; • a peer assessment [9]; • quantitative data in the form of standardized course evaluations [10]; • regression analysis method [11]; • a metacognitive approach [12].

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- Wickson F, Carew AL, Russel AW. Transdisciplinary research: characteristics, quandaries and quality // Futures. 2006. 38. P. 1046–1059.

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- However, from the point of view of the problem of evaluating the logic of the curriculum, quantitative methods are preferable. In this regard, there is a wide variety of quantitative approaches to the evaluation of curricula. Here are some of them: • a Likert evaluation scale
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- [6, 7]
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- ; • Curriculum mapping [6]; • a database-driven survey tool [6]; • Course progression maps [6]; • Anderson and Krathwhol’s cognitive taxonomy [8]; • Porter’s alignment index [8]; • a peer assessment [9]; • quantitative data in the form of standardized course evaluations [10]; • regression analysis method [11]; • a metacognitive approach [12].

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- Holm P., Goodsite M.E., Cloetingh S et al. Collaboration between the natural, social and human sciences in global change research // Environmental Science and Policy. 2013. 28. P. 25–35.

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- Here are some of them: • a Likert evaluation scale [6, 7]; • Curriculum mapping [6]; • a database-driven survey tool [6]; • Course progression maps [6]; • Anderson and Krathwhol’s cognitive taxonomy
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- ; • Porter’s alignment index [8]; • a peer assessment [9]; • quantitative data in the form of standardized course evaluations [10]; • regression analysis method [11]; • a metacognitive approach [12].

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- Here are some of them: • a Likert evaluation scale [6, 7]; • Curriculum mapping [6]; • a database-driven survey tool [6]; • Course progression maps [6]; • Anderson and Krathwhol’s cognitive taxonomy [8]; • Porter’s alignment index
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- [8]
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- ; • a peer assessment [9]; • quantitative data in the form of standardized course evaluations [10]; • regression analysis method [11]; • a metacognitive approach [12]. These approaches mainly affect the functional aspect of curriculum evaluation.

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- Jahn T., Bergmann M., Keil F. Transdisciplinarity between mainstreaming and marginalization // Ecological Economics. 2012. 79. P. 1–10.

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- Here are some of them: • a Likert evaluation scale [6, 7]; • Curriculum mapping [6]; • a database-driven survey tool [6]; • Course progression maps [6]; • Anderson and Krathwhol’s cognitive taxonomy [8]; • Porter’s alignment index [8]; • a peer assessment
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- ; • quantitative data in the form of standardized course evaluations [10]; • regression analysis method [11]; • a metacognitive approach [12]. These approaches mainly affect the functional aspect of curriculum evaluation.

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- Lyall C., Bruce A., Marsden W., Meagher L. Identifying Key Success Factors in the Quest for Interdisciplinarity Knowledge. Edinburgh: University of Edinburgh, 2011. 49 p.

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- Here are some of them: • a Likert evaluation scale [6, 7]; • Curriculum mapping [6]; • a database-driven survey tool [6]; • Course progression maps [6]; • Anderson and Krathwhol’s cognitive taxonomy [8]; • Porter’s alignment index [8]; • a peer assessment [9]; • quantitative data in the form of standardized course evaluations
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- [10]
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- ; • regression analysis method [11]; • a metacognitive approach [12]. These approaches mainly affect the functional aspect of curriculum evaluation. The indicators used are loosely related directly to the structure of the curriculum, with an assessment of the interrelationships of the disciplines.

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- Lyall C., Fletcher I. Experiments in interdisciplinary capacity-building: the successes and challenges of large-scale interdisciplinary investments // Science and Public Policy. 2013. 40. P. 1–7.

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- Here are some of them: • a Likert evaluation scale [6, 7]; • Curriculum mapping [6]; • a database-driven survey tool [6]; • Course progression maps [6]; • Anderson and Krathwhol’s cognitive taxonomy [8]; • Porter’s alignment index [8]; • a peer assessment [9]; • quantitative data in the form of standardized course evaluations [10]; • regression analysis method
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- [11]
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- ; • a metacognitive approach [12]. These approaches mainly affect the functional aspect of curriculum evaluation. The indicators used are loosely related directly to the structure of the curriculum, with an assessment of the interrelationships of the disciplines.

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- Rivera-Ferre M.G., Pereira L., Karpouzoglou T. et al. A vision for trans-disciplinarity in Future Earth: perspectives from young scientists // Journal of Agriculture, Food Systems, and Community Development. 2013. DOI:10.5304/ jafscd.2013.034.028.

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- some of them: • a Likert evaluation scale [6, 7]; • Curriculum mapping [6]; • a database-driven survey tool [6]; • Course progression maps [6]; • Anderson and Krathwhol’s cognitive taxonomy [8]; • Porter’s alignment index [8]; • a peer assessment [9]; • quantitative data in the form of standardized course evaluations [10]; • regression analysis method [11]; • a metacognitive approach
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- . These approaches mainly affect the functional aspect of curriculum evaluation. The indicators used are loosely related directly to the structure of the curriculum, with an assessment of the interrelationships of the disciplines.

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- Bammer G. Disciplining Interdisciplinarity: Integration and Implementation Sciences for Researching Complex Real-World Problems // Canberra: ANU E Press, 2013. DOI: 10.22459/DI.01.2013.

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- The value of the indicator is in the interval [0, 1] and is calculated taking into account the ratio of the number of overt (NoR) and covert contradictory links (NcR) to the number of all connections (NR) in the structure of the system
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- . The expression for calculating the indicator takes the form: ocRR R NN W N + =, (1) No – number of overt contradictory relations; Nc – number of covert contradictory relations; NR – total number of relations. 2.3.

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- Watson G. Curricular Review Evaluation Methods, 2013. Available from: https://www. uoguelph.ca/vpacademic/avpa/outcomes/pdfs/ Curricular%20Review%20Evaluation%20Methods.pdf.

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- The expression for calculating the indicator takes the form: ocRR R NN W N + =, (1) No – number of overt contradictory relations; Nc – number of covert contradictory relations; NR – total number of relations. 2.3. The Curriculum Structure Models To construct the hierarchical structure of the curriculum, three models were developed
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- : • The elementary model of interdisciplinary connections • The network model of the curriculum • The hierarchical model of the curriculum. The elementary model of interdisciplinary connections (EMIC) reflects the use of educational material from other disciplines in the process of studying a separate discipline.

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