Cross-curricular learning: initial efforts and result

Abstract

The current study investigates the сross-curricular teaching that implemented due to the necessity of spending more time on implementing this innovation. The results indicate that it can’t be permanent due to changes in the curricula, content, faculty members etc., that’s why the traditional approach of separately taught disciplines is dominant as more convenient unless the institutional management or regional leaders in higher education are willing and open to such cross-curricular developments. The results indicate that such initiatives can be realized through joint efforts of the teaching staff understanding the value of cross-curricular teaching and learning for economizing students’ time to master the academic content and, at the same time, develop higher-order thinking and learning skills necessary for professional success. The study demonstrated the institutional efforts to tailor the curriculum and sequence of disciplines taught into the cross-curricular design have not been a success yet, the challenges being too numerous. The results indicate that to overcome the discrepancies occurring due to the specifics of the non-English environment in the country and, consequently, at the educational establishment, there’s a real chance to set an example by collaborating at a narrower scale