The article examines the synergetic aspect of integrative instruction within the innovative paradigm of higher education learning trajectories. Synergetic educational content is defined as a key condition for implementing a teaching model based on interdisciplinary texts, which necessitates analyzing the role of various subject areas in text comprehension. Drawing on the principles of instability, nonlinearity, and openness inherent in synergetics, a synergetic model for teaching the Kazakh language is proposed, and the conditions for its implementation are described. Synergetics is systematized as a new paradigm of contemporary education. The aim of the study is to consolidate the expressive stylistics of the Kazakh language within an interdisciplinary framework and to determine the theoretical and practical foundations of a synergetic model of integrative teaching. To achieve this aim, the practice of language instruction through interdisciplinary texts was systematized. Content analysis, comparative methods, surveys, experiments, and pedagogical observation confirmed the effectiveness of the synergetic model and validated innovative approaches in the educational process. The study proposes a model designed to enhance learners’ cognitive engagement, deepen linguistic proficiency, and foster functional literacy. The use of digital resources and platforms such as BilimLand and Daryn Online activates the learning process and expands interactive opportunities. Synergetic methods holistically develop learners’ cognitive, emotional, and communicative abilities, while interdisciplinary acquisition of expressive linguistic means promotes problem formulation, decision-making, and the development of logical and critical thinking. The model also strengthens the teacher’s reflective competence and supports constructivist approaches to individual and group learning activities. Grounded in analysis and synthesis, the model is presented as an innovative method based on interdisciplinary integration within the modern educational paradigm. Its theoretical, methodological, and applied significance is substantiated, and prospects for future adaptation and empirical validation in multilingual educational environments are identified.