IMPACT OF INTERDISCIPLINARY CURRICULUM DESIGN ON TEACHER EDUCATION STUDENTS' CRITICAL THINKING AND PROBLEM-SOLVING SKILLS

Abstract

This key goal of the present study investigated the impact of an interdisciplinary curriculum design on the critical thinking and problem-solving skills of teacher education students in the Karur district, Tamil Nadu, India. A sample of 120 teacher education students, divided into experimental (n=60) and control (n=60) groups, participated in the study. The experimental group received instruction based on an interdisciplinary curriculum, while the control group received traditional subject-based instruction. Pre- and post-tests were administered to both groups to measure critical thinking and problem-solving skills. Statistical analysis, including independent samples t-tests and ANOVA, revealed a significant improvement in the experimental group's critical thinking and problem-solving abilities compared to the control group. Specifically, the experimental group demonstrated enhanced abilities in analyzing complex problems, evaluating information, and formulating effective solutions. Furthermore, the study found that the interdisciplinary approach positively influenced students’ engagement and motivation. The findings suggest that interdisciplinary curriculum design is an effective pedagogical strategy for fostering critical thinking and problem-solving skills in teacher education. The study also explored the influence of demographic variables, such as age and educational background, on the outcomes. The results indicated that the interdisciplinary approach was effective across different demographic subgroups, though some minor variations were observed.