Bridging Knowledge Gaps: The Impact of Technology-Integrated Multidisciplinary Curriculum on Student Learning

Article

Open Access

Peer-reviewed

Bridging Knowledge Gaps: The Impact of Technology-Integrated Multidisciplinary Curriculum on Student Learning

Ms. Jigyasa Verma , Ms. Neha Bahekar , Ms. Nitin Mukesh Lakra , Ms. Yogita Verma , Mr. Gulsan Kumar Behera , Dr. Lubhawani Tripathi

DIP: 18.02.S23/20251001

DOI: 10.25215/2455/1001S23

Received: January 04, 2025; Revision Received: March 01, 2025; Accepted: March 31, 2025

Abstract

The rapid advancement of technology has revolutionized education, enabling students to explore multiple subjects in an interconnected way. This research examines how integrating technology into a multidisciplinary curriculum enhances student engagement, learning outcomes, and problem-solving abilities. Using data from various colleges and universities, the study compares the performance of students who experience technology-enhanced multidisciplinary learning with those in traditional educational settings. It also identifies the challenges educators face in implementing such curricula and suggests solutions for effective integration. The findings highlight that students in technology-driven multidisciplinary programs develop stronger analytical skills, deeper subject connections, and better adaptability to real-world problems.

Keywords

The author(s) appreciates all those who participated in the study and helped to facilitate the research process.

The author(s) declared no conflict of interest.

This is an Open Access Research distributed under the terms of the Creative Commons Attribution License (www.creativecommons.org/licenses/by/2.0), which permits unrestricted use, distribution, and reproduction in any Medium, provided the original work is properly cited.

Responding Author Information

Ms. Jigyasa Verma @ gulsan.behera@kalingauniversity.ac.in

Bridging Knowledge Gaps: The Impact of Technology-Integrated Multidisciplinary Curriculum on Student Learning

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Article Overview

ISSN 2455-670X

DIP: 18.02.S23/20251001

DOI: 10.25215/2455/1001S23

Published in

Volume 10, Issue 1, January – March, 2025 | Special Issue On Education

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