The article investigates teaching methods in various interdisciplinary study courses at Riga Technical University. The effectiveness of teaching and the level of training in the disciplines of economics and management are directly dependent on the flow of students and the interaction between the instructor and the student. Linear sequence of forms of the study process has been established: lectures, seminars, colloquiums, independent work, tests, exams and various out-of-class activities. None of these forms can be recognised as universal, being able to replace other forms. The study forms used in the teaching process are interrelated with clear conditions and logical sequence. Each form has a significant impact on the other. A form of verbal communication with the audience is topical in order to deliver academic and practical knowledge in the form of lectures. Four types of study forms in economics and management study courses can be distinguished: overview lectures, problem-based lectures, installation lectures and lectures of the study course. Overview lectures focus on updating the existing knowledge or introducing new and up-to-date material. Problem-based lectures provide cognitive material as a single problem or a set of problems, based on theoretical or practical topicality. The main task of installation lectures is to systematise the student’s existing knowledge, to pay attention to complex problem situations, to carry out an independent analysis of the work and analysis of information on current literature and sources. The lecture of the study course is part of the theoretical and practical course, which may include seminars, colloquia and tests. The recommended final assessment form is the examination. When planning and organising practical classes, it is important to integrate two or three blocks of knowledge from different previously acquired study courses into the study course; therefore, it is important to define the objectives of the integrated classes. If the overall goal is defined, then only the information necessary to achieve the goal is taken from the content of the study courses. The integration process of the study course can lead to tension and overload of students caused by switching between fragments of different study courses. It should be noted that the quantitative ratio and role of different study forms may vary.