To integrate the interdisciplinary approach, schools must meet two main criteria: carefully conceived curriculum designs; and the use of both disciplinary and interdisciplinary experiences. Teaching is both a “blessing and burden of growth” (John, p. 3, 2015). With this, it is important to select what should be taught and what should be eliminated, as curriculum changes and innovations are constantly being made in the many disciplinary fields taught.
One of the main problems associated with the typical disciplinary teaching method relies on the dropout rate, as students don’t find classes appealing and interesting. With the implementation of an interdisciplinary curriculum, students that don’t feel so comfortable in one subject (such as math or literature orientated), can find it easier to learn as it’s all incorporated with each other.
However, according to Jacobs and Borland (1986), students cannot benefit from an interdisciplinary studying/learning method until they acquire a solid framework in the many disciplines that are present in the interdisciplinary methods. This support for interdisciplinary also asks that teachers become active curriculum designers, as well as a way to create innovative solutions to problems. It is also necessary to see this curriculum as a full activity, and not just a temporary or convert task. The involvement, at its maximum, of the students can also provide them with answers to questions such as “What is Knowledge?”, “What do We Know?”, etc. As the author said (Jacobs, p.10, 1989): “Relevance begins with the rationale for education choices affecting the school life of a student”.