Integrated learning as a promising form of organising literary education at a university

The aim of the research is to characterise the main factors in the design of the educational process at the faculty of philology of a pedagogical university taking into account the dominant aspects of future teachers’ professional training. The paper considers interdisciplinary integration as an important trajectory for the effective acquisition of professional competencies and personal self-realisation by philology students in the process of studying literary disciplines. Special attention is paid to the conditions for the formation of literary competence in the aspect of integrating subject, technological and information-resource training, which meets the requirements of the Federal State Educational Standard of Higher Education for the competencies of future teachers. The scientific novelty of the work lies in determining the pedagogical conditions for the successful implementation of interdisciplinary integration as a meaningful complementarity of different academic disciplines in the training of future teachers and philologists at a university. As a result, it has been proved that interdisciplinary integration implemented in the teaching of literary disciplines at a university can become a fundamental methodological principle that resolves the contradiction between the separate subject training of a particular discipline and the formation of a holistic view of the profession without losing the quality of education.