The article presents the results of a study aimed at substantiating the necessity of adhering to the modularity principle in the implementation of integrated physics education for students majoring in pedagogical specialties. The study continues the exploration of the pedagogical strategy of integrated learning, the results of which were presented in our previous article, and introduces, as its main outcome, a mechanism for modeling the educational process in higher education institutions. The novelty of the research lies in its outcomes, which provide opportunities for the development of pedagogical tools and, through them, the construction of an algorithm for organizing theoretical and practical classes. The results of the study demonstrate the possibility of overcoming contradictions identified within the education system by step-by-step algorithmization of the content blocks of the discipline. In educational practice, the findings of this study can be used to organize the educational process in a phased sequence, with the aim of improving the quality of professional training of physics teachers.
Sevinc Cәlilova (Thu,) studied this question.