STEAM-Based Integrated Curriculum: Perceptions and Practices of School Head Teachers

Abstract

Abstract This study aimed to find out the present status of integrated curriculum (grades 1–3) with experience to support transformative learning practice at the school level. The national and locally prepared curriculum for purposing to teach the integrated curriculum with transformative learning theory was reviewed in different contexts. This study followed a critical case study design under a qualitative, transformative, and participatory methodology. This study was carried out at Gorkha district selecting the three schools and headteachers. Themes were determined based on observation and interview data. The finding indicates that the present revised STEAM-based integrated curriculum tried to provide holistic, transformative learning practice by enhancing students' knowledge, skills and entrepreneurship capacity to culturally diverse students. However, headteachers and other teachers could not successfully develop an enthusiasm for its perfect implication in the school education system. Concrete professional training could support the implication of a newly revised STEAM-based integrated curriculum.