Teachers are expected to prepare students for a complex and rapidly changing world. In addition to teaching subject content, schools also need to develop young people who are information and media literate, critical thinkers, problem solvers, communicators and team players. The view of curriculum has evolved from the traditional fragmented content to a transitional period of thematic content and with the current focus on the outcomes to the balanced approach of integrated content (Murdoch & Hornsby, 1997).

 

Student-centred learning, by targeting the students’ needs and interests, while capitalising on their needs by integrating curricula to reflect and connect links to the real world is the key to best prepare students for an uncertain future (Murdoch & Hornsby, 1997).  Consequently, it is necessary to avoid the compartmentalisation of learning through its various subjects which can be preventive in authentically reflecting real life challenges (Taber, 2014).

 

Zhbanova, Rule, Montgomery, and Nielsen (2010) elucidate three important reasons for curriculum integration, firstly, making connection with previous learning; secondly, mimicking the real-life experiences that require skills and knowledge from different content areas; and lastly, global issues need citizens to use integrated information from all areas.