The article deals with the transdisciplinary approach as an interdependent system of knowledge integration, expressed in research and teaching the economic disciplines. The problems of organization and development of transdisciplinary research are considered to be modern paradigms for development of science in the most promising and soughtafter areas of the society. It is noted that transdisciplinary research can be organized in different ways as a tool to search for new scientific knowledge.

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... dem education system is actively looking for a synthesis methodology of scientific disciplines and interdisciplinary knowledge. This problem is solved in two ways: on the one hand, according to the transdisciplinary economical, environmental and social components play the role of natural elements of complex multifactor model. On the other hand, modern experts in education set their hopes mostly on transdisciplinary synthesis as the possibility of combination and deconstruction of different fragments of social-humanitarian knowledge. Based on an transdisciplinary approach the scientific base and system of education as a complex of fundamental and taxonomic disciplines are considered. At the same time the transdisciplinary connections with the focus on the effectiveness of training are considered. It contains the consistency of educational programmes, determined by didactic goals and content with the competence approach which allow transferring knowledge, skills and abilities from one sphere of science, education and professional activity to another. The organization of synthesis of transdisciplinary knowledge on the basis of principles of scientific rigor and validity which contributes to finding a solution to the problem of effective management of educational process is justified. Both significant advantages and problems arising from the use of the Oleksiy Stupnytskyy transdisciplinary approach in teaching economic courses are noted. The project approach is considered, which is based on the construction of the 'architectural' style of student thinking, a communication system for free dissemination of project culture, integration of economic education, innovation and research. The author draws attention to the fact that, on the one hand, in the Ukrainian state policy in the field of education and practice, no approach to the organization of transdisciplinary research has so far been systematically reflected and is not described in the programme documents of the country's scientific and technological development. On the other hand, the existing tools to support education and science to one degree or another comply with the principle of science management "from top to bottom" and are focused on educational research in accordance with pre-defined topics and established priorities.