A Framework for Integrating Interdisciplinary Perspectives in General Studies Education

Thesis Abstract

In the evolving landscape of higher education, the integration of interdisciplinary perspectives within General Studies programs has become imperative to cultivate holistic thinking, enhance problem-solving abilities, and foster adaptability among students facing complex societal challenges. Despite the recognized importance, there remains a lack of comprehensive frameworks to systematically incorporate diverse disciplinary viewpoints into general education curricula, resulting in fragmented instructional approaches that limit students’ capacity to synthesize knowledge across disciplines. This study aims to develop a robust, context-sensitive framework for integrating interdisciplinary perspectives into General Studies education, thereby addressing the pedagogical gaps and enhancing interdisciplinary understanding among students. The specific objectives include (1) to explore existing models and theories relevant to interdisciplinary education; (2) to identify the elements and pedagogical strategies conducive to effective interdisciplinarity; (3) to design a conceptual framework tailored to the context of General Studies programs; and (4) to empirically validate the framework's applicability and effectiveness within a university setting. The research adopts a mixed-methods design, combining qualitative and quantitative approaches to ensure a comprehensive understanding of the subject matter. The population comprises faculty members, curriculum developers, and undergraduate students enrolled in General Studies programs at a large public university with a total student enrollment of approximately 25,000. A stratified random sampling technique is employed to select 15 faculty members engaged in interdisciplinary instruction, 10 curriculum experts, and 300 students across various faculties. Data collection methods include semi-structured interviews with faculty and curriculum specialists to gather qualitative insights, document analysis of existing curricula, and administration of a structured questionnaire to students to quantify perceptions of interdisciplinary integration. The validity and reliability of instruments are established through expert reviews, pilot testing, and calculating Cronbach’s alpha coefficients exceeding 0.85. Data analysis involves thematic analysis for qualitative data to identify recurring themes related to interdisciplinary pedagogies, while quantitative data are analyzed using descriptive statistics, factor analysis (to identify underlying constructs), and multiple regression analysis to assess predictors of students’ interdisciplinary understanding and engagement. The conceptual framework presented synthesizes relevant theories, such as Bloom’s Constructivist Theory and the Transdisciplinary Model, to underpin the proposed integration process. Expected findings indicate that a well-structured, collaborative model incorporating core interdisciplinary pedagogies significantly enhances students’ ability to synthesize knowledge, foster critical thinking, and adapt to real-world problem contexts. The study also anticipates identifying key institutional and pedagogical barriers to implementation, along with effective strategies to overcome these challenges. The developed framework aims to serve as a practical guide for curriculum designers and educators to systematically embed interdisciplinarity into General Studies programs, aligning educational practices with contemporary societal needs. This research contributes to the theoretical and practical understanding of interdisciplinary integration in general education by providing a validated, adaptable framework grounded in empirical evidence and established educational theories. It extends current scholarship by offering an operational model that links pedagogical strategies with institutional contexts, thereby facilitating effective curriculum reform. The main conclusion emphasizes the necessity of an integrated, participatory approach involving faculty collaboration, institutional support, and continuous assessment to realize the full benefits of interdisciplinary education. Recommendations include policy reforms to institutionalize interdisciplinary practices, faculty development programs focused on interdisciplinary pedagogy, and further research to explore longitudinal impacts of such frameworks on student learning outcomes across diverse educational settings.