Interdisciplinary integration and personalized learning in the context of developing information-analytical skills

The article is devoted to the theoretical substantiation of the importance of interdisciplinary integration and personalized learning in the formation of informationanalytical skills (IAS) among students in modern school education. The relevance of the study is determined by the challenges of digitalization, such as information overload and the need to develop students' skills in critical analysis, synthesis, and evaluation of information. The structural components of IAS are identified, including cognitive, metacognitive, and reflective aspects. Particular attention is paid to the relationship between IAS and metasubject learning outcomes, as well as their role in overcoming knowledge fragmentation. The methodological basis of the study includes theoretical analysis of pedagogical literature on IAS, interdisciplinary approaches, and personalized learning, along with comparative methods. It is demonstrated that interdisciplinary integration creates conditions for transferring analytical skills across subjects, fostering holistic thinking. Personalization, focused on individual cognitive strategies and students' self-regulation levels, promotes the development of metacognitive components of IAS. The synthesis of interdisciplinary integration and personalization ensures a transition to systemic knowledge application. Further research prospects involve the development of diagnostic tools for assessing IAS, as well as the modeling of digital educational environments that support their development.