Exploring Classroom Teachers’ Insights in Implementing Integrated Curriculum (IC): A Qualitative Case Study of Grade1-3 from Kalikot District, Nepal

Abstract

In recent years, there has been a paradigm shift from the traditional subject-cantered fragmented approach to Integrated Curriculum (IC) approach in school education worldwide. Framed in Beane’s model of curriculum integration, this study aims to find the relevance, benefits, challenges and opportunities of implementing IC through the lived-experiences of primary grade teachers in Kalikot district. This study is grounded on a qualitative case study research method. Utilizing semi-structure questions as the research tool, we collected qualitative data from teachers (grade 1-3), who are directly involved in IC implementation. Following data collection, data analysis was then followed, adopting a six-step-thematic analysis method of Braun and Clark. The findings revealed that despite the overwhelming effectiveness, the teachers were found to be implementing IC without having sound theoretical and philosophical base. More specifically, teachers’ compatible working hours, understanding of IC and school support were identified as the crucial predictors affecting teachers’ use of IC. This study is significant as it highlights the need for well-planned training programs especially focusing on correlating of themes with soft skills, pedagogy of class delivery and assessment practices by concerned authority to strengthen the implementation of IC in school education.