The teaching modules are defined through focused synthesizing the information on the topic currently studied.

The EVOLSCH model is based on a transdisciplinary approach to a global educational system, which transgresses boundaries of time and individual branches of science. The new logic of arranging course materials means synthesis of the knowledge within the framework of topics studied, and modelling the learning process in a new way, by establishing in-depth connections between different aspects from various areas of knowledge. The information within each module is integrated based on logical strings.

Each topic of the course is studied from different angles and viewpoints, adding diverse information on each project. This system gives the students a complex view of the subject, regardless of what fields of study investigated it, and from what point of view. This integrated, global approach means interaction not just of natural sciences, but also relevant arts and humanities. For instance, when covering the nature of the Solar System, knowledge from physics, chemistry, and astronomy, but also from mythology, history, literature, music, etc. is included. Fundamental knowledge, interconnected and mutually cumulative, dissolves in a common context.

The essence of the new teaching model is using the enormous cognitive potential of each subject as a treasure trove of opportunities for transmitting knowledge. This model creates extremely favorable opportunities for direct learning during the work on the project, cluster, or module. For example, in “The Big Bang as the beginning of the Universe” project the students learned about elementary particles, the structure of atomic nucleus, how first elements came into existence, and about the concepts of matter, energy, space, time, etc.

When working on the series of projects “Travel to the stars,” they learn about the fundamental natural phenomena such as gravitation or thermonuclear fusion, or the origin of elements that constitute everything in the world including living creatures. At the same time, they learn about the myths and astronomic notions of ancient civilizations, how to make a simple telescope, techniques to observe the stars, etc. In the course of study, knowledge from different chapters of physics, chemistry, mathematics, astronomy, cosmology, history, literature, etc. is combined in a natural way. Scientific concepts and cultural imagery merge in the deep perception and help form an integrated, multi-dimensional worldview in students.

The knowledge so acquired can be easily recalled from memory as necessary, because it is associated with the processes and phenomena important in every individual’s life. This approach provides a fundamentally new level of education: a strong blend of understanding processes and events through the synergies of knowledge.