A Model for Integrating Interdisciplinary Perspectives in General Studies Curricula

Thesis Abstract

The growing complexity of global challenges necessitates an educational paradigm shift toward interdisciplinary approaches within general studies curricula, addressing the fragmentation of knowledge that impedes students’ holistic understanding and problem-solving abilities. Despite recognition of the importance of integrating diverse disciplinary perspectives, existing curricula often lack a coherent model that systematically combines interdisciplinary insights to enhance students’ critical thinking, creativity, and adaptability. This study aims to develop a comprehensive theoretical model for integrating interdisciplinary perspectives into general studies curricula, with specific objectives to identify key components of effective integration, examine contextual factors influencing implementation, and propose a practical framework adaptable across tertiary institutions. Employing a mixed-methods research design, the study combines qualitative and quantitative techniques to ensure a nuanced understanding of the phenomenon. The population includes curriculum developers, academic staff, and students across five publicly funded universities with established general studies programs, totaling approximately 1,200 participants. A stratified random sampling method selects 50 curriculum developers, 150 academic staff, and 300 students to ensure representativeness. Data collection instruments encompass semi-structured interview guides for qualitative insights, a structured questionnaire measuring perceptions and attitudes toward interdisciplinary integration, and curriculum analysis checklists to evaluate existing program content. Prior to data collection, instruments undergo validation through expert review, and reliability is established via Cronbach’s alpha coefficients exceeding 0.80. Data analysis involves thematic analysis for qualitative interview transcripts, using NVivo software to identify recurring themes and patterns in perceptions and experiences, and descriptive statistics, correlational analysis, and multiple regression models for quantitative data, analyzed with SPSS version 27. The regression analysis tests the relationship between variables such as institutional support, faculty training, and curriculum characteristics with perceived effectiveness of interdisciplinary integration. Additionally, the study applies the affordance theory and constructivist learning theory as foundational frameworks to interpret findings and inform model development. Expected findings suggest that effective integration hinges on clearly defined interdisciplinary competences, institutional incentives, faculty capacity-building, and flexible curriculum design. The study anticipates that institutional support and faculty readiness significantly influence the success of integrating diverse disciplinary perspectives, with curriculum content that aligns with real-world applications serving as a mediating factor. These insights aim to underpin the development of a practical, adaptable model comprising key components such as curriculum design principles, faculty development strategies, assessment mechanisms, and stakeholder engagement practices. This research contributes to academic literature by proposing an empirically grounded, context-sensitive model that enhances the understanding of interdisciplinary curriculum development, thus bridging the gap between theory and practice. It offers policy implications for higher education administrators seeking to foster integrative educational environments conducive to producing multidisciplinary thinkers and problem solvers. The main conclusion emphasizes that integrating interdisciplinary perspectives within general studies can be systematically achieved through deliberate, evidence-based strategies encapsulated in the proposed model. Based on findings, the study recommends implementing continuous faculty capacity enhancement, establishing clear interdisciplinary competencies, fostering interdepartmental collaborations, and evaluating curriculum outcomes regularly to ensure ongoing relevance and effectiveness. Suggestions for further research include longitudinal studies to assess the model’s impact over time and comparative analyses across different educational contexts.