Interdisciplinary teaching-learning of social sciences at the secondary level of the Dominican Republic

Interdisciplinary teaching in Social Sciences has gained relevance in secondary education due to its ability to foster critical thinking and a comprehensive understanding of social phenomena. However, its implementation still faces barriers such as curricular rigidity and insufficient teacher training. This study, based on a narrative review, examines the evolution of the concept, pedagogical models and application strategies, as well as the challenges and opportunities of interdisciplinarity in the Social Sciences curriculum. The results show that interdisciplinary nodes allow disciplines such as History, Geography, Civic Education and Economics to be effectively integrated, which favors contextualized learning. However, factors such as the absence of adequate teaching resources and resistance to innovative approaches limit its application in the classroom. The use of technology is highlighted as a key tool to overcome these barriers and facilitate active and collaborative methodologies. In this sense, strengthening teacher training, making study plans more flexible and designing specific materials are essential strategies to consolidate interdisciplinary teaching in Social Sciences. Its effective implementation will allow students to understand and address social problems from a more integrated and critical perspective.