The human life in this twenty-first century is very complex and multidimensional. The dawn of twenty-first century has experienced a wider change in many spheres of human civilization, that is, economic, political, religious, social, technical and many more.
The sphere of education is not an exception to it. To meet the changing demands of the students and many other stakeholders of education, the education systems of different nations of the world are in the process of continuous paradigm shifts in their curriculum, methods of instruction, management, evaluation process and other related components. Integrated programmes in education may be considered as a kind of crop of these paradigm shifts.
Integrated programmes allow the learners to pursue a holistic learning without the restrictions imposed by subject and/or level of learning boundaries. Therefore, these programmes help the individuals to be equipped with the skills to cope up with the changing life style of twenty-first century, as mentioned in the National Education Policy (2020).
The main purpose of integrated programmes is to bridge the gap between knowledge provided in classroom situations and applicability of the knowledge in real-life situations. The purpose for moving towards an integrated course design stems from the relationship between the classroom and the increasingly complex world of today. Trends towards global interconnectedness, the increase in pace and complexity and the rapid expansion of knowledge have brought with them mounting concerns over classroom relevancy and the lack of connections between education and real-world issues.
Integrated course design provides a solid response to these challenges by facilitating the application of knowledge, encouraging multiple disciplinary perspectives, enhancing relationships between in-class content and out-of-class realities, encouraging depth and breadth in understanding complex issues and enhancing student engagement through experiential and active learning.