by Singi Lhomi

Abstract
This article examines the interrelationship between integrated curriculum and the thematic approach in Nepal’s early childhood and primary education (ECDE to Grade Three). Grounded in constructivist theory, the study argues that blending multiple subject areas under a unified theme fosters holistic learning by nurturing cognitive, social, and creative skills. Employing a qualitative research design with semi‐structured interviews, focus group discussions, and classroom observations, the research explores both the benefits and challenges of shifting from traditional, subject‐based teaching to an integrated, thematic method. Findings indicate that while an integrated curriculum offers greater scope for hands‐on, contextual learning, its success depends on effective teacher training, clear guidelines, and support from educational policies (Government of Nepal, 2018; Department of Education, 2005).

Introduction
Basic education in Nepal spans from early childhood education to Grade Eight, with the critical phase of ECDE through Grade Three forming the foundation for lifelong learning. Traditionally, classroom instruction in this phase has relied on subject‐based approaches that emphasize rote learning and textbook-driven instruction. However, recent educational reforms and the introduction of the National Curriculum Framework (Government of Nepal, 2018) have highlighted the need for a more integrated and thematic approach to teaching. By combining various subjects into coherent, real-world themes, educators can better address the diverse learning styles of young children and prepare them for the dynamic challenges of the 21st century.

The concept of an integrated curriculum is rooted in educational theories dating back to the late 1800s. Early proponents like Johann Friedrich Herbart and John Dewey argued for connecting disparate subject areas around central themes to promote deeper understanding (Petrosyan et al., 2005). Today, many experts contend that integrating subjects rather than treating them in isolation leads to more meaningful and enduring learning experiences.

Theoretical Framework
This study is underpinned by constructivist theory, which asserts that learners construct knowledge through their experiences and interactions (Creswell & Poth, 2018). Learning is viewed not as the mere absorption of facts but as the process of building understanding through active engagement with content, peers, and the environment. In the context of an integrated curriculum, a thematic approach offers learners the opportunity to see the interconnectedness of ideas and apply their learning to real-world situations. This perspective supports the use of project-based activities, inquiry learning, and hands-on experiences that encourage students to form their own interpretations (Yvonne, 2015).

Methodology
A qualitative research design was chosen to capture the complexities of implementing an integrated, thematic curriculum in early education settings. Data were collected through multiple methods:

1. Semi-Structured Interviews: Teacher educators and classroom teachers from selected schools in the Lalitpur district were interviewed to gather in-depth insights on their experiences, perceptions, and challenges regarding the integrated curriculum (Adhikari, 2019).
2. Focus Group Discussions: Group discussions provided a platform for educators to share common experiences and discuss practical challenges related to the thematic approach.
3. Classroom Observations: Observations in various ECDE and Grade Three classrooms helped assess how thematic teaching was implemented in practice.

Participants were selected using a non-probability purposive sampling method, ensuring that those involved were directly engaged with the new curriculum implementation. The data were transcribed, coded, and analyzed thematically to draw conclusions about the interrelationship between integrated curriculum and thematic teaching.

Results and Discussion
The findings of the study reveal a complex yet promising picture:

1. Integrated Versus Subject-Based Teaching:
   Many educators acknowledged that traditional subject-based teaching tends to compartmentalize knowledge by focusing narrowly on academic content. In contrast, an integrated curriculum blends disciplines—such as science, social studies, language, and creative arts—into cohesive thematic units. This approach not only addresses multiple learning styles (visual, auditory, kinesthetic) but also promotes critical thinking and problem-solving by situating learning within real-life contexts (Petrosyan et al., 2005).

2. Benefits of the Thematic Approach:
   Thematic teaching has been observed to enhance long-term retention of information. By connecting academic content with practical, hands-on activities, children are more likely to internalize concepts and apply them in everyday situations. Furthermore, thematic units can reduce textbook overload by encouraging experiential learning and creative exploration (Government of Nepal, 2018).

3. Challenges in Implementation:
   Despite its advantages, several challenges hinder the full implementation of an integrated, thematic curriculum. A major barrier is the misconception among teachers who often view thematic teaching as an additional subject rather than a holistic approach. This misinterpretation, combined with insufficient training, results in only a partially integrated practice. Additionally, the shift from traditional methods to a dynamic, activity-based approach frequently encounters resistance due to ingrained habits and limited teacher confidence (Department of Education, 2005).

4. The Role of Teacher Training:
   Effective teacher training emerged as critical to successful implementation. Educators must be equipped with a clear understanding of the integrated curriculum framework and practical strategies to design and manage thematic activities. Training should emphasize lesson planning, classroom management, and the adoption of diverse teaching methodologies. As noted by teacher educators, the transition to thematic teaching requires both a change in mindset and significant professional development (Adhikari, 2019).

5. Policy Implications:
   The pilot implementation of the integrated curriculum, as outlined by government policy, indicates a commitment to educational reform. For these changes to be sustainable, ongoing support from educational authorities is essential. This includes continuous professional development, detailed instructional guides, and robust monitoring and evaluation mechanisms. With appropriate policy backing, the integrated and thematic approach can improve academic outcomes while creating a more engaging and relevant learning environment for young students (Government of Nepal, 2018).

Conclusion
The interrelationship between an integrated curriculum and thematic teaching represents a significant shift in Nepalese educational practice. Moving away from rigid, subject-based methods enables educators to create richer, more connected learning experiences. While the benefits—enhanced student engagement, improved long-term retention, and holistic skill development—are substantial, the successful adoption of this model hinges on addressing current challenges. Chief among these is the need for clearer conceptual understanding and robust teacher training. With the right support and ongoing refinement, the thematic approach can serve as a catalyst for meaningful educational reform, equipping young learners with the skills necessary for success in an increasingly complex world.

References
Adhikari, S. P. (2019). Practices of early childhood development curriculum preparation. Interdisciplinary Research in Education, 4(1).
Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches. Thousand Oaks, CA: SAGE.
Department of Education. (2005). Early childhood development handbook curriculum. Bhaktapur, Nepal.
Government of Nepal. (2018). Draft of National Curriculum Framework. Bhaktapur, Nepal: Department of Education.
Petrosyan, S., et al. (2005). Integrated social studies instruction, curriculum design and model: An educator’s handbook. Washington, DC: International Research & Exchanges Board.
Yvonne, J. J. (2015). A “new” thematic, integrated curriculum for primary schools of Trinidad and Tobago: A paradigm shift. International Journal of Higher Education, 4(3), 172.