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Relevance. The research relevance is determined by the interest of teachers� application of modern innovative education system, and their involvement in the learning process with the help of a diverse and new approach in education. Purpose. The study aims to investigate the basics of the synergetic method of teaching, and its application in the educational process of the school. Methodology. The study utilized questionnaires and assessments to explore how the synergetic approach is applied by 36 teachers in Taldykorgan City, Kazakhstan. Methodological approaches included self-assessment, creative potential tests, and a seminar on synergetic education principles, supported by methods like abstraction, analysis, synthesis, and axiomatic reasoning to assess its educational impact. Results. The results of the study indicate varying levels of engagement and adaptation to the synergetic approach among secondary school teachers in Taldykorgan, Kazakhstan. Younger teachers demonstrated a keen interest in innovation and regularly incorporated new technologies into their teaching practices. Teachers with moderate experience exhibited a strong commitment to professional development through regular self-education activities. However, teachers with extensive experience showed less enthusiasm for adopting innovative practices, preferring traditional curricula. Overall, the implementation of the synergetic approach facilitated collaborative problem-solving and knowledge exchange among teachers, underscoring its potential to enrich educational methodologies and foster a dynamic learning environment. Conclusions. In conclusion, the study underscores the transformative impact of the synergetic approach on methodological activities within school settings, particularly in enhancing teachers' professional development and fostering innovative educational practices. The findings highlight that integrating synergetics into pedagogical frameworks enhances educators' abilities to navigate complex educational challenges, collaborate effectively, and adapt teaching methodologies to suit diverse learning needs. This research underscores the importance of ongoing support and training in synergetic pedagogy to sustain its benefits in improving educational outcomes and promoting continuous professional growth among teachers. Keywords: synergetic approach; multivariability; research competence; self-organisation; teacher�s professional status; methodological activity
Issabekova et al. (Sun,) studied this question.