In the context of modern educational reforms, the formation of meta-subject competencies in pre-service primary school teachers has become a key pedagogical issue. Meta-subject competencies enable future teachers to integrate learning content across disciplines, organize the educational process effectively, develop students’ universal learning skills, and engage in professional reflection. This article examines the content and effectiveness of an integrative-reflective methodology aimed at developing meta-subject competencies in future primary school teachers.

The experimental study was conducted at a pedagogical university and involved 110 students, including 54 in the experimental group and 56 in the control group. A combination of theoretical (analysis, synthesis, modeling) and empirical (pedagogical experiment, observation, diagnostic assessment) research methods was applied. The level of meta-subject competency development was assessed according to cognitive, activity-based (design), communicative, and reflective components.

The results of the experiment demonstrated a significant increase in the number of students in the experimental group with high and medium levels of meta-subject competencies, as well as a substantial decrease in the low-level group. The findings confirm the effectiveness of the proposed methodology and its potential application in the professional training system of future primary school teachers.