Psychological and pedagogical potential of interdisciplinary integration and continuity of general and additional education

<jats:p>&lt;p&gt;&lt;strong&gt;Context and relevance.&lt;/strong&gt; Interdisciplinary integration and continuity of general and additional education play a key role in the formation of an integrated educational environment focused on achieving a set of educational outcomes for students. &lt;strong&gt;Objective.&lt;/strong&gt; The aim is to identify and substantiate the psychological and pedagogical potential of interdisciplinary integration and continuity of general and additional education. &lt;strong&gt;Hypothesis.&lt;/strong&gt; The psychological and pedagogical potential of interdisciplinary integration of general and additional education is provided by the continuity of content, technology, and a set of educational outcomes. &lt;strong&gt;Methods and materials.&lt;/strong&gt; In the study, 589 teaching staff participated (M = 34, SD = 4,2, 83% women; 12,4% of school teachers; 71,6% of additional education teachers). The psychological and pedagogical potential of interdisciplinary integration and continuity of general and additional education was identified through a survey, and the experience was studied and the materials of reports at All-Russian webinars (38 subjects of the Russian Federation) were analyzed. &lt;strong&gt;Results.&lt;/strong&gt; The psychological and pedagogical potential of interdisciplinary integration and continuity of general and additional education consists in coordinating targets and ensuring the continuity of the content of general and additional education programs; increasing the technological continuity of education; and creating conditions for the continuity of a set of educational outcomes (subject, meta-subject, personal). &lt;strong&gt;Conclusions.&lt;/strong&gt; It is shown that interdisciplinary integration and continuity of general and additional education make it possible to create a single educational space to increase the effectiveness of achieving a set of educational outcomes for students. It is recommended to develop and implement variable succession models and create educational and methodological materials to ensure interdisciplinary integration.&lt;/p&gt;</jats:p>