Challenges and opportunities for the implementation of integrated curriculum in Nepal: an ethnographic exploration

This study examines the execution of the integrated curriculum for Grades 1–3 in Nepal and observes its effectiveness for transformative learning for beginners. This study follows transformative learning theory and interdisciplinary curriculum frameworks to investigate how the integrated curriculum is perceived and practiced by teachers, headteachers and local education officers at Basic Level schools in three local municipalities (palikas) of Gorkha district. A qualitative ethnographic research design was used incorporating nine teachers, three headteachers, and three local education officers as the participants of the study by using purposive sampling. Data were collected through interviews, classroom observations, and fieldnotes. The findings reveal that the integrated curriculum stimulates child-centered and inclusive learning; however, its execution is found to be inconsistent in schools. Moreover, teachers have not received adequate training and orientation for the effective execution of the curriculum. Furthermore, it is found that only a few teachers received managerial or instructional support for the implementation of the integrated curriculum from the local government, which is not sufficient for its proper execution. Due to the lack of appropriate support from local authorities, the integrated curriculum was substituted by traditional subject-wise styles, and portfolio-based student formative assessment was poorly applied. However, when teachers received adequate knowledge and skills in integrated curriculum, they showed strong enthusiasm and motivation to apply integrated, activity-based teaching approaches that enhanced student engagement and improved classroom learning practices. The study implies that adequate professional development strategies for developing the capacities of teachers focusing on the appropriate implementation of integrated curriculum with regular support and supervision from municipal-level are crucial to improve the real practices of the integrated curriculum and develop transformative learning at local schools.