Globalisation and the transition to an information society, as well as environmental and social change, have stimulated the study of a wide range of issues involving a complex combination of phenomena and processes in the education system, as well as research that integrates traditional disciplines. This is due to the fact that it is very important to integrate in-depth knowledge from individual subjects and to take an interdisciplinary approach to learning in the classroom when planning the educational process. Therefore, the research data, geography and natural sciences were aimed at exploring interdisciplinary areas integrating educational technologies. In accordance with the purpose of the study, the effectiveness of using the interdisciplinary approach in teaching school geography was determined by methods of theoretical analysis, systematization, evaluation, questioning and coding. Fifty-two teachers in the Alatau district of Almaty city voluntarily responded to a questionnaire of 9 questions. Each respondent was coded from P1 to P52 for meaningful analysis of the responses. The gender distribution of respondents was 73% female and 27% male teachers. Analyzing the results, 84.6% of geography teachers responded that geography lessons were suitable for interdisciplinary education, 11.5% responded that they were partially suitable and 3.9% were not sure. Also, when asked about teachers' competence in interdisciplinary education, 55.8% of respondents indicated that geography teachers are not competent in interdisciplinary education, 19.2% are partially competent and 25% are competent. In addition, a small group of geography teachers is of the opinion that a geography lesson is not sufficient to use the interdisciplinary teaching method. This opinion, of course, is not related to geographical topics, but rather to peculiarities of modern curriculum adhered by domestic education system. Thus, teaching geography lessons using an interdisciplinary approach can improve cognitive development, abstract thinking, creativity and problem-solving skills through an integrated approach across disciplines. However, teachers need to develop a thematic plan in advance together with subject teachers, develop a methodology and make a plan for preparing lessons using an interdisciplinary approach.