The purpose of the study is to provide a comprehensive theoretical justification and practical representation of the pedagogical potential of interdisciplinary interaction in the process of conducting training for future music teachers in the context of modern art education. The research is focused on developing an effective model of modular professional training that integrates performance, educational-management, digital, and communicative-cultural components as tools for forming the professional competence of future educators. Research methodology. The methodological foundation of the research includes systemic, activity-based, competence-oriented, and interdisciplinary approaches. The study employs methods such as analysis of scientific sources, comparative pedagogical analysis, pedagogical modelling, generalisation of empirical data, and structural-functional analysis of educational programmes. This combination of methods has enabled an evaluation of the effectiveness of interdisciplinary influence on the professional training of art education students. Scientific novelty. The study introduces, for the first time, a model of conducting training for future music teachers based on four integrative modules, each structured in accordance with specific professional competencies and supplemented with formative assessment criteria. A renewed approach to structuring educational content is proposed, ensuring interdisciplinary interaction at the levels of content, forms, and teaching methods. The relevance of using digital technologies and project-based learning is substantiated as essential components of contemporary music-pedagogical education. Conclusions. The results of the study demonstrate that the implementation of an interdisciplinary approach in conducting training positively influences the development of holistic professional thinking, performance and communication skills, and readiness for music-pedagogical activity in an innovative educational environment. The model presented in the research can be applied in the modernisation of curricula and educational programmes in institutions of professional pre-tertiary and higher art education.
Мальцева et al. (Mon,) studied this question.