Keywords
Abstract
Innovative Models and Practical Pathways of Interdisciplinary Integration in Curriculum Design
The focus of this study is on the integration of disciplines in curriculum innovation and interdisciplinary education design with an interdisciplinary aim of developing complex capabilities in an integrated intern economy. Constructivist learning theory, situated cognition theory and complex systems theory provided the basis for this research which developed a four-dimensional design framework of holism, contextuality, collaboration and development. Evidence from STEAM education, project-based learning, and teacher interdisciplinary collaboration have provided case analyses in ways interdisciplinary work has been done effectively. From a cognitive science perspective, this study analyses the issues of knowledge transfer and formulates evaluative frameworks which blend process with outcome assessment. Design thinking processes, in-system teacher professional development, and design innovation frameworks strongly reinforced interdisciplinary curriculum design in this study which resulted in sharp contrast to traditional instruction enriched acquisition of higher order skills—critical, systems, and creative problem solving thinking. Robust integrated approaches make stronger the arguments in support of enhanced education and better equip institutions with effective means to disengage from rigid subject frameworks to embrace dynamic structures and tackle intricate global challenges.