Navigating Curriculum Integration

In primary schools around the world, curricula are usually organised into distinct and familiar subject areas like maths, science, or history. However, educators have shown a growing interest in breaking down these boundaries through integrated curriculum approaches. This is purported to enable children to make meaningful connections across domains of knowledge rather than experiencing learning as fragmented. However, what these connections look like in classrooms and whether they benefit children’s learning can vary widely depending on the views of individual scholars, researchers, and teachers. While ‘integration’ is a term widely used in educational contexts, the term lacks a single, universally accepted definition. This book seeks to support all those engaged in primary education in developing a more informed understanding of curriculum integration by examining the diverse viewpoints that shape it. This chapter provides a brief overview of this book’s contributions, outlining its structure section by section and chapter by chapter.