UDC: 165.1
https://doi.org/10.25198/2077-7175-2026-5-130


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ON SOME EPISTEMOLOGICAL PREREQUISITES FOR BUILDING INTERDISCIPLINARY TEAMS

O. I. Sokolova
National Research Lobachevsky State University of Nizhny Novgorod, Nizhny Novgorod, Russia
e-mail: lesyabelikova@mail.ru

Abstract. In the context of increasing complexity of scientific tasks and social demands, an interdisciplinary approach is becoming the main tool for solving complex problems. However, its implementation requires a special analysis of the epistemological prerequisites underlying interdisciplinary interaction, allowing us to reveal the principles of effective cooperation, at the same time guaranteeing the reliability of the results obtained.

The purpose of the study is to identify the key epistemological prerequisites for building effective interdisciplinary teams. The article outlines problematic issues related to the nature and boundaries of interdisciplinary cognition. The author has produced the analysis of the conditions for achieving mutual understanding between representatives of different disciplines and emphasized the importance of the concept of a common epistemic space. Also, the specifics in the organization of the project team’s work in modern scientific and professional practice is considered.

Methods and approaches. The study uses an integrated approach combining descriptivist (description of existing forms of interdisciplinarity) and normativist (analysis of norms of scientific ethos as conditions for productive interaction) aspects. Also, the author has employed empirical methods, such as case analysis (based on the material of the Russian Science Foundation), pedagogical experiment (organization of students’ group work within the the course «Introduction to Project Activity»), and study of the theoretical development of an interdisciplinary project on the formation of lean thinking (UNN and Greenatom).

The main results of the study are to identify epistemological barriers to interdisciplinary interaction (differences in conceptual systems, methodological differences); identify conditions that hinder effective communication (educational standards, limited resources, asynchronous involvement of participants); demonstrate the contradiction between the theoretical development of design principles and the actual practice of interdisciplinary work in higher education; formulate key prerequisites for successful building of interdisciplinary teams.

The scientific novelty consists in a comprehensive analysis of epistemological factors which influence the effectiveness of interdisciplinary teams, based on real-world cases and pedagogical experiment.

The practical significance lies in the possibility of using the results obtained to improve educational programs on project activities, develop models for organizing interdisciplinary interaction in science and education, as well as increase the effectiveness of interdisciplinary scientific and project teams.

Areas of further research include an in-depth study of the mechanisms for developing a common conceptual framework and a culture of mutual understanding in interdisciplinary teams, as well as the testing of new educational formats that provide practical experience in interdisciplinary collaboration.

Key words: interdisciplinary team, epistemology, normative nature of knowledge, consensus, collective cognition, project activity.

Cite as: Sokolova, O. I. (2026) [On some epistemological prerequisites for building interdisciplinary teams]. Intellekt. Innovacii. Investicii [Intellect. Innovations. Investments]. Vol. 5, pp. 130–138. – https://doi.org/10.25198/2077-7175-2026-5-130.


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