Integration of geometric and artistic methods of teaching perspective for the development of systemic spatial thinking

Abstract

The relevance of the study is determined by the fragmentary use of geometric and artistic methods of teaching perspective in modern educational practice and the need to form systematic spatial thinking of students in the conditions of interdisciplinary training. The purpose of the article is to substantiate the pedagogical possibilities of integrating geometric and artistic methods of teaching perspective as a condition for the development of systematic spatial thinking in students. The methodological basis of the study consists of the analysis and generalization of scientific sources, comparative analysis of educational approaches, structural-logical modeling, and systematic analysis of the pedagogical conditions for the integration of geometric and artistic methods of teaching perspective. The results of the study indicate that the integration of geometric and artistic methods in teaching perspective is an effective pedagogical condition for the development of systemic spatial thinking, as it combines analytical precision with imaginative interpretation of space and fosters the formation of a holistic cognitive model of spatial relationships. It has been proven that the isolated use of these approaches limits the transfer of spatial skills to educational and professional activities, while their integration facilitates the transition to conscious work with space as a system. It has been found that the main scientific and practical problems of implementing an integrated approach are the fragmentation of educational programs, interdisciplinary inconsistency of goals and performance criteria, and the lack of valid tools for assessing the level of development of systematic spatial thinking. Other limiting factors include the insufficient methodological readiness of teachers for interdisciplinary interaction and the complexity of integrating complex tasks into the regulated educational process. The recommendations formulated are aimed at reorienting perspective teaching towards integrated project tasks, coordinating the content of related disciplines, and introducing process-oriented approaches to assessing learning outcomes. The conclusions substantiate that the integration of geometric and artistic methods of teaching perspective is an effective pedagogical condition for the development of systematic spatial thinking. while identifying the main scientific and practical limitations of its implementation and determining directions for methodological improvement of the educational process based on interdisciplinary integration and project-oriented learning.