Continuity of approaches in education: from metasubject training to metadisciplinary education

the article discusses the concepts of meta-subject in education: approach, result, content. The historical aspect of the emergence of the concept of «metasubjectivity» and its understanding by the two main scientific schools studying this area are considered. A brief overview of research in the field of meta-subject teaching at the general education level is provided. The issue of integrating the principle of meta-subject into the Federal state educational standards of general education: primary, basic, secondary was discussed. Two directions of research into meta-subject matter are considered, the differences between which are associated with different approaches to fundamentality. comparative and classification analysis of subject-specific learning outcomes at the level of secondary general education and competencies at the level of higher education - bachelor's degree was carried out. The low degree of study of meta-subjects at the level of higher education and the almost complete absence of approaches to modeling meta-subject connections given the current relevance of such research are shown. The relevance of meta-subject research is substantiated, taking into account the need to ensure continuity of approaches in education. The role of meta-subject modeling based on intra- and inter-subject connections at the levels of both general and higher education has been determined.