Integrated teaching in primary education: from planning to results

Abstract

This research aims to examine teachers’ experiences in implementing integrated teaching in primary education, focusing on the advantages, challenges and methods they use to connect learning content across subjects. The study was conducted through a qualitative methodology, including interviews with teachers and reflections of students from the Faculty of Education who participated in six-week observations in grades one through four in two primary schools in Mitrovica and Vushtrri. The results show that integrated teaching contributes to improving students’ understanding, interest and involvement, facilitating meaningful acquisition of knowledge through methods such as thematic projects, creative activities and the use of technology. Teachers emphasize the importance of natural connections between subjects and the use of flexible methods to promote critical thinking and collaboration. However, challenges such as lack of time, complex preparation and difficulties in involving all students remain present. The study highlights the importance of careful planning and institutional support for the effective implementation of this approach.

1 Introduction

Integrated teaching is one of the innovative models used to mutually connect learning content from several subjects. Thus, the dynamics and interdisciplinary approach to a given topic are increased, making learning more qualified, more complete and more creative. Through this model, students are prepared for education in general, as they are expected to engage in creating connections and relationships that encourage them to be active and find new solutions (Мinić, Jovanović, 2020). Integration according to Webster is “the addition or union of two things, a mixture or combination”. Correlation means “the reciprocal connection, interaction or indication of a reciprocal relationship between two things” (Brewer, 2002).

Integrated teaching is “a general term for many integrative processes and procedures in teaching and in school in general, such as the integration of learning content, the integration of students in learning groups, the personal integration of teachers in group work; and the integration of education and training (Skup and Set, 2021). Integration focuses on creating connections for students, allowing them to engage in relevant and meaningful activities that can be connected to real life (Barton, 2019).

Integrated learning is a process of making connections between concepts and experiences, contributing to the understanding of the complexity of topics and problems during learning situations. Recent educational research also highlights that integrated and interdisciplinary learning approaches support the development of problem-solving skills, collaboration, and real-world understanding by connecting knowledge across disciplines (Holmlund et al., 2018). Thus, a broader view of knowledge is gained, not just fragments. Integrated learning requires an integrated curriculum (Mavrić, 2023). Integrated teaching and learning processes enable children to acquire and use basic skills in all the content areas and to develop positive attitudes for continued successful learning throughout the elementary grades (Integrated Curriculum, 2017).

Integrated teaching through a conceptual lens such as “independence” means that students can integrate their thinking at a conceptual level and deepen their factual and conceptual understanding, seeing patterns and connections between factual knowledge and transferable conceptual ideas (Estep, et al., 1999).

According to studies, through integrated learning activities we ensure the implementation of qualitative connections and relationships that exist between different content components. Thus, every issue, problem, topic and concept studied is treated by looking at it from all perspectives, collecting data about them from different disciplines. In this way, teaching mathematical concepts involves different disciplines, following a natural life situation where a concept is evaluated as a biological and historical event that has mathematical properties, as well as artistic, linguistic and other properties where this type of learning is characterized by: content that is related to the conceptual world that surrounds us, knowledge and key facts, regardless of the subject (Čudina-Obradović and Brajković, 2009). Integrated teaching reduces rote learning and content coverage and emphasizes the interconnectedness of curriculum elements, and can also improve student motivation (Mason, 1996).

From the literature study, we find that for the integration of teaching content to give the best possible effects, the teacher must know the curriculum well. The topic should include related content that can be grouped together by linking the content of several teaching subjects, that is, educational fields. Also, the lessons should be organized in such a way that the topics and concepts that students need to learn are close to their previous knowledge and experiences (Sadović, 2017). The implementation of innovative teaching approaches, such as integrated learning, requires teachers to adapt to new pedagogical practices and continuous professional development. As highlighted in recent research, “teachers need to embrace practical educational changes” (Bekteshi, Gollopeni and Avdiu, 2023), emphasizing the importance of pedagogical flexibility in contemporary education. This is particularly relevant for primary education, where the successful transition from planning to practice depends on teachers’ ability to engage students through active and inquiry-based learning approaches. An integrated teaching approach may have two major benefits. First, it provides students with educational principles enriched with content-specific examples, which fosters integrated encoding. This integration, in turn, enhances the applicability of general principles (Renkl, 2014). Although integrated teaching has been widely discussed in educational literature, it is particularly significant in primary education, where it supports the development of connections between different subject areas and enhances students’ understanding and engagement (Beane, 1997; Drake and Reid, 2010). Previous studies have highlighted its positive impact on student engagement, motivation, and learning outcomes in primary classrooms (Lake, 1994; Vars, 1991). However, there is still limited research focusing on teachers’ experiences in implementing integrated teaching in primary education within specific local contexts. Therefore, this study aims to explore teachers’ experiences, including their practices, perceived advantages, and challenges in implementing integrated teaching.

By integrating learning content, we enable the use of all available intellectual resources of the students themselves, in a way that allows them to connect knowledge from real life with the content they are studying, thus making their complete picture clearer (Vars, 1991). Integrated teaching is particularly important in primary education, as young learners are in a critical stage of cognitive, social, and emotional development and benefit from learning approaches that connect different subject areas in meaningful ways (Piaget, 1970; Vygotsky, 1978). At this level, integrated learning helps pupils improve comprehension, motivation, and knowledge retention by linking new information with prior experiences and real-life contexts (Beane, 1997; Drake and Reid, 2010). It also supports the development of essential skills such as critical thinking, communication, and collaboration, which are fundamental in early schooling stages (Lake, 1994; Vars, 1991). Recent studies further confirm that integrated and interdisciplinary approaches in primary education enhance student engagement and deeper learning by promoting active participation and meaningful knowledge construction (Almeida and Lopes, 2021; Siew and Ambo, 2020). Recent research has also emphasized the importance of transdisciplinary STEAM approaches in primary education, showing that integrated projects promote creativity, collaboration, and meaningful connections between subjects through real-life learning experiences (Lage-Gómez and Ros, 2021).

Although integrated teaching has been widely discussed in international educational literature, most existing studies focus on its general benefits and theoretical foundations, with limited attention given to teachers’ lived experiences in classroom implementation, particularly in primary education contexts (Beane, 1997; Drake and Reid, 2010). In addition, there is a lack of empirical research examining how teachers practically plan, implement, and face challenges in integrating different subject areas in everyday teaching (Lake, 1994). This is especially evident in local educational contexts, where research on integrated teaching remains scarce. Therefore, this study addresses this gap by exploring primary school teachers’ experiences, focusing on their practices, perceived benefits, challenges, and methods of implementing integrated teaching in classroom settings. This study contributes to addressing the identified research gap by providing empirical insights into teachers’ real classroom experiences with integrated teaching in primary education within the local context of Kosovo. While previous studies have largely focused on theoretical perspectives or general benefits of curriculum integration, this research offers a practice-oriented perspective based on interviews, classroom observations, and student teacher reflections. Another contribution of the study lies in highlighting how integrated teaching is implemented in lower primary grades through everyday classroom activities, creative projects, and interdisciplinary connections. The findings therefore contribute to a deeper understanding of how teachers adapt integrated teaching approaches to the developmental needs of young learners.

2 Research methods

The research design is descriptive and interpretative in nature and can be considered a case study, as it focuses on a limited number of schools and classrooms within a specific context. This study employed a qualitative research approach using semi-structured teacher interviews and classroom observations to explore teaching practices in depth. In addition, it included reflections from Faculty of Education students based on their pedagogical practice in classrooms.The study was conducted in primary school settings in Mitrovica and Vushtrri. A total of 29 participants took part in the study, including 5 primary school teachers (T1–T5) and 24 student teachers from the Faculty of Education. Data were collected from 8 classes (grades 1–4) across two schools: “Andon Zako Çajupi” in Mitrovica and “Mustafë Venhari” in Vushtrri. Classroom observations were carried out over a six-week period during the winter semester.Participants were selected using a purposive sampling approach, based on their experience with integrated teaching and involvement in pedagogical practice. This approach ensured the collection of rich and relevant data aligned with the aim of the study. To ensure confidentiality, each teacher was assigned an identification code (T1– T5).

Data were collected through semi-structured interviews with five teachers. The interviews lasted approximately 20– 30 min and were conducted in a natural school setting. Open-ended questions were used to explore planning, advantages and disadvantages, challenges, methods, and subject integration. The data were analyzed using thematic analysis (Braun and Clarke, 2006). First, interviews were transcribed and carefully reviewed. During the coding process, initial codes were generated and then grouped into broader themes, including planning practices, advantages and challenges, teaching methods, and subject integration strategies.

To enhance the credibility of the findings, data from different sources (teacher interviews, classroom observations, and student teacher reflections) were compared and triangulated.

3 Research results

Below we present the results obtained from the interviews with teachers, which are presented for each question separately, as well as the interpretations from the observations of students in the practical schools. Examples of integrated lesson planning identified from teachers' interviews are summarized in Table 1.

According to T4, integrated learning is achieved by linking different subjects through common themes. For example, through the topic “Birthday”, in the Albanian language subject, students engage in analyzing and commenting on the text, while in fine arts they illustrate parts of the content. In the Society and Environment subject, activities are organized and gifts are prepared, while in music education, birthday songs are taught – thus turning a single topic into a comprehensive learning experience. T2 mentions integration through the topic of geometric shapes. In the mathematics subject, students learn about shapes, which they then use in fine arts to create games with different shapes that also involve physical movement, thus connecting the motor aspect of learning.

Another practice described is the connection between Albanian language and mathematics through the topic “Snowman”. In Albanian language, texts are read and concepts and syllables are analyzed, while in art, students draw and create figures related to this topic. In mathematics, the words used are linked to numbers and figures to build communities and numerical meanings, bringing a multidimensional learning experience. T5 mentions a project about professions, which was developed through a thematic competition. Students wrote about professions and engaged in interviews, integrating language, ethics and elective learning.

A more complex example is the topic “November 28”, which included many subjects: in Albanian, the figure of Marigona and the symbolism of the flag were discussed, a documentary was watched and discussions were held. In music education, students sang and danced in national costumes and used traditional instruments. In mathematics, students performed simple calculations by subtracting the year of the declaration of Albania’s Independence (1912) from the current year (2024), to find out how many years Albania has been an independent state. This enabled them to better understand the historical significance of the date and to connect mathematics with the cultural and national context. In the Society and Environment subject, national traditions and celebrations were discussed, while in the needlework subject, students sewed the national flag. The activity ended with an extracurricular visit to the city museum. T1 shows that through the theme “Winter”, integration is achieved by working with texts about winter in Albanian, while in natural sciences students explore the natural phenomena of this season. In figurative art, they create winter landscapes through drawings of the scarecrow, Santa Claus and snowflakes, using various creative tools such as cutting and coloring. The main advantages and disadvantages of integrated teaching reported by the participating teachers are presented in Table 2.

According to T3, the advantages of integrated teaching include preparing students for long-term learning and linking different subject contents with the aim of achieving key competences. A particular benefit is the development of language competences, giving students the opportunity to enrich their vocabulary, especially in contexts related to values, ethics and social interaction. However, as a challenge, it is highlighted that planning for the integration of teaching units and choosing the most appropriate method requires more time and commitment from the teacher. Children develop creativity, start understanding the context, get inspiration, and are motivated enough. The teachers argue that in this context it is very important to adapt and design the learning environment according to the topic they are dealing with (Avdiu, Bekteshi and Gollopeni, 2024). While according to T4, one of the main advantages is that children benefit more than from a regular lesson, due to the interdisciplinary nature of the approach. However, a practical limitation is the duration of only 45 min per lesson, which is often not enough for the full development of integrated topics.

T2 emphasizes that the benefits include increasing students’ interest and involvement in learning, as well as improving the integration of all students, including those with different abilities. In this context, it is also worth mentioning the development of critical thinking through the analysis of literary texts, the treatment of different figures and the promotion of debate on ethical and cultural issues. However, the repeated use of the same methods remains a challenge, as well as the lack of integration of new and dynamic methods. The lack of educational plans, the failure to apply contemporary methodologies, the lack of qualified staff and continuous training makes quality education difficult (Gollopeni, Bekteshi and Avdiu, 2022). According to T5, the advantages of integrated teaching include the connection of knowledge from everyday life with different subjects, the engagement of parents in learning activities, and the creation of opportunities for students to actively demonstrate their knowledge and skills.

Likewise, the integration of traditions in learning through stories, meetings or cultural activities contributes to the education of respect for the elderly, family and cultural heritage. Other benefits include increased environmental awareness and the development of responsibility towards nature, which promotes education for active and sustainable citizenship.

A particularly important aspect mentioned by some teachers is the interconnection between subjects, which helps to build a more complete and connected understanding of reality, going beyond the traditional division of disciplines. This also contributes to the development of skills to apply knowledge to real-world situations and to build bridges of understanding between different learning contents.

A disadvantage may be the lack of integration between subjects and the lack of inclusiveness. Another teacher expressed the opinion that: Advantages include helping to develop students’ skills to connect and apply knowledge in a collaborative way. However, a disadvantage is that it is often challenging to ensure the inclusion of all subjects in integrated teaching, especially when there is a lack of a well-defined language focus when planning integrated units. According to T1, the advantages of integrated teaching in first grade include the development of students’ communicative and collaborative skills. Disadvantages include the challenges of adapting materials for different ability levels, as well as the effective organization of time often, the planned time is not enough to meet all learning objectives. While, T2 emphasizes that the advantage of integrated teaching is that it helps to connect topics in a common context, helping students better understand and retain information. A disadvantage is the risk of not sufficiently covering some topics, due to poor organization or time constraints. It was also mentioned that some students encounter difficulties in connecting language concepts with practical experiences, which can negatively affect their full involvement in the lesson. T5 emphasized that the advantage is the preparation of students for longterm learning and the inclusion of all students in the educational process. However, the disadvantages are especially evident among the most withdrawn students, where public exposure of their work can be challenging and create uncertainty. The lack of appropriate resources and material means was also mentioned as a factor affecting the qualitative implementation of integrated teaching. Teachers' perceptions regarding students' challenges and successes in integrated teaching are summarized in Table 3.

According to T2, students experience success when their interest in being skilled and original thinkers is awakened, and when they are offered numerous opportunities and circumstances to unfold their knowledge. However, a major challenge is motivating and engaging students when faced with new teaching methods. Some students may feel motivated, while others may feel disengaged due to new challenges. T4 emphasizes that an important challenge is that integrated teaching requires conditions that are sometimes not available, and this immediately affects students. On the other hand, a success is that students can acquire more information than in a regular class. T3 highlights that successes include gaining new knowledge and using textbooks outside the school and modern technology, which make learning easier and more productive. On the other hand, no major challenges are highlighted in this case. According to T3, the challenges of integrated teaching include the lack of connection between learning units and other subjects, the large number of students and the presence of students with disabilities. However, the successes include all the advantages mentioned above. Another teacher explains: Students face challenges in connecting different units, but they benefit from the ability to connect knowledge and develop new knowledge as success. According to T2, in the first grade, students face challenges in adapting to integrated learning, as well as the need to understand and connect multiple topics in a coherent way. However, they benefit from the development of general skills and the connection of concepts across different subjects, making learning more attractive and useful for their development. For T5, the challenges experienced by students include the use of knowledge in problem situations and in everyday life. The successes of integrated teaching include the connection of different subject contents with the aim of achieving certain objectives. The methods used by teachers to integrate different subjects are presented in Table 4.

According to T1, the method used during integrated teaching varies depending on the nature of the learning units to be integrated. There is no specific standardized method, but different methods are used in specific cases to meet the needs of integrated subjects. According to T2, the methods used are those that integrate all aspects of teaching and are suitable for students. These methods are general and aim to include all subjects in a coherent way. Meanwhile, T3 emphasizes that the methods usually used are discussion and explanation, along with many other methods that help integrate different subjects and create a more interactive learning environment. According to T4, a specific method used to integrate several subjects together is the “thematic project”. This method involves creating a project that integrates elements from several different subjects. For example, for the topic “Climate Change”, students create a group project that includes knowledge from subjects such as man and nature, society and environment, and art. According to T5, as a third grade teacher, I think that subjects such as Albanian Language and Mathematics are more suitable for integration. The use of joint activities helps students develop their language and mathematical skills in an integrated way. T1 emphasizes that I do not use any specific method for integrating subjects, but through activities and games I include different subjects, especially in the first grade, where students are younger and more open to different forms of learning. According to T5, I use subject integration through teaching units such as Albanian Language and Figurative Art. For example, we write about the spring season in Albanian Language and illustrate it in Figurative Art class, creating a natural and creative connection between these subjects. Teachers' views regarding the subjects most suitable for integration are summarized in Table 5.

According to T1, the most suitable subjects for integration are Life Skills, Society and Environment, and Man and Nature. These subjects require more science, whether social or natural, and help to connect theory with practice.

According to T2, all subjects are suitable for integration, but it is important to know how to integrate the units that fit into the subject. The subjects are interconnected with everyday life and with each other, so a natural connection can be created between them. Another teacher (T3) emphasizes that the subjects that are most interconnected are Mother Tongue and Figurative Art. This connection is usually made through teaching units, but the integration can vary depending on the unit and the needs of the students. According to T4, integration is necessary in every subject. However, the subjects most suitable for integration are Figurative Art and Albanian Language. For example, activities can be organized where students read a fairy tale written by themselves and then create illustrations for the events of their fairy tale, thus promoting their skills in artistic expression and improving reading. While T5 states that the subjects that are most suitable for integration are Albanian Language and Figurative Art, Figurative Art and Music Education, as well as Man and Nature with Society and Environment. These subjects have strong connections between them and can be effectively integrated to help students develop a full understanding of the topics.

3.1 Interpretation of results from reflections of students of the faculty of education during classroom observation on the question: “Did pupil like the connection of learning units from one subject to another and why?”

From the students’ reflections, a broad consensus is observed regarding pupils preference for linking learning units between different subjects. Here are some summaries of the interpretations: Pupils’ motivation and engagement: Students appear motivated and engaged when the interconnection of learning units is present. When the teacher integrated the subjects, they had the opportunity to connect previous knowledge with the new units, which helped them feel more involved and motivated. This engagement was reflected in their responses and level of interest in the learning materials.

Understanding and liking of favorite subjects: Pupils feel more clear and involved when the connection of subjects includes those they like the most, such as Figurative Art and Music Education. When the teacher used these subjects to connect other units, pupils felt more motivated and willing to cooperate. This liking of favorite subjects contributed to improved understanding and involvement.

Improved understanding and memorization: Integrating subjects helped pupils better understand the material and retain the learning content longer. When subjects were interconnected, the information became more understandable and engaging, making it easier to memorize and apply knowledge in different situations. Reinforcement of knowledge and motivation: The integration of learning units helped to reinforce pupils’ knowledge, as they were able to see connections between different topics. This approach helps to increase deep understanding of the materials and contributes to an overall sense of achievement and motivation.

Observation of integration and its effects: Observations show that pupils feel satisfied and motivated when the interconnection of units becomes present from the beginning of the learning process and continues in other subjects. This integration strengthens knowledge and helps build a deeper understanding of the topics being studied.

3.2 Interpretation of results from student reflections during classroom observation for the question: “Did pupils find it easier when the learning units were interconnected and did they have any difficulties in this process?”

From the students’ reflections, there are some clear conclusions about the ease and difficulties that pupils encounter when linking learning units:

Pupils experience an improvement in ease of understanding and engagement when learning units are interconnected. They feel more informed and motivated, which helps in the learning process. This improvement is due to the connection between previous knowledge and new units, which helps them explain and apply the information better. In most cases, pupils do not experience difficulties when learning units are interconnected. On the contrary, this integration facilitates learning and activates pupils more than in a regular lesson. This effect helps them feel more engaged and encouraged to contribute to the class. When learning units are interconnected, pupils show greater participation and are more willing to answer questions. This engagement is closely related to the integration of subjects, which helps them connect different information and express their knowledge more fully. Pupils find it easier to remember information when subjects are linked. Participants note that they can better understand and remember longer learning units that are linked to other activities such as illustrations, which helps reinforce the information and apply it in different ways. Although most pupils experience an improvement in the ease of learning, information overload can sometimes occur. When many learning units are linked and integrated, some pupils may feel overwhelmed with too much information at once. However, this difficulty can often be reduced through questions and activities that help orient students and manage the information.

3.3 Interpretation of results from student reflections during classroom observation for the question: “which method used by the teacher in linking learning units did the pupils like or adapt best?”

From student reflections, there are several methods of linking learning units that have been evaluated and have shown varying effectiveness:

Pupils are generally satisfied with the brainstorming and classroom discussion method. These methods activate students by giving them the opportunity to contribute with different ideas and opinions. Such activities create an open and encouraging environment, where everyone feels invited to share their thoughts, and this helps in deeper linking of learning units. Pupils express a preference for integrating subjects such as Mathematics with Figurative Art and Albanian Language with Music. Methods that involve work group are also liked, because they give pupils the opportunity to collaborate and engage in different activities that help in connecting knowledge from different subjects.

The quiz method with various questions, which are related to the learning units and require quick answers, is liked by the pupils. This format makes the lesson more dynamic and engaging, significantly increasing the engagement and interest of the pupils. The pupils are also satisfied with the five-question method, where they work in groups to prepare answers and then check and correct each other. This format helps to consolidate knowledge and improves cooperation and communication skills among the pupils. While the teacher may not use a specific method, the pupils appreciate the use of questions to start the lesson. This approach helps to orient the pupils and to determine the connections between the learning units that will be integrated. This method helps to create a clear and understandable structure for the learning process.

3.4 Interpretation of results from student reflections during classroom observation for the question: “in which subjects does the teacher connect the units and in which subjects does this help and facilitate the most?”

From the students’ reflections, a clear trend is observed in the connection of learning units and the effectiveness of the interconnection in different subjects:

A common practice of the teacher is to link Albanian Language with Figurative Art. For example, when the lesson included the topic of hot air balloons, the pupils studied this concept in Albanian Language and then illustrated it with drawings in Figurative Art. This helps create a clear connection between words and images, facilitating understanding and memorization. Pupils experience significant relief when subjects such as Mathematics are integrated with Figurative Art. Through drawings and artistic activities, pupils can better represent and understand mathematical concepts. This visual approach makes the lesson more understandable and attractive to pupils. The teacher often links scientific subjects, such as Man and Nature, Life Skills, and Society and Environment. This helps create a deeper understanding of scientific knowledge and strengthen their memorization. Participants feel that these connections make it easier to acquire information and apply it in different situations. The teacher also uses integration between science and art subjects, linking subjects such as Man and Nature with Figurative Art, and Albanian Language with Music Education. This integration helps create a comprehensive understanding and helps in the practical application of knowledge in different contexts. The most common connection observed is that of social subjects, such as social studies and science. However, it is particularly helpful for pupils when Mathematics is integrated with Figurative Art. This integration helps in improving the understanding of mathematical tasks through visual representations.

4 Discussions and conclusions

Based on the findings of the study, the research questions can be answered as follows: Regarding the first research question, teachers implement integrated teaching mainly through linking subjects via common themes (as presented in the study results), thematic projects, and interdisciplinary activities. Regarding the second research question, the results show that the advantages include increased student interest, engagement, and understanding, while the challenges are related to lack of time, difficulties in planning, and ensuring the equal involvement of all students.

Regarding the third research question, teachers use various methods such as group work, classroom discussions, thematic projects, and creative activities, which help integrate content from different subjects.

The findings of this study confirm previous research indicating that integrated teaching enhances student engagement, motivation, and meaningful learning in primary education (Beane, 1997; Drake and Reid, 2010; Lake, 1994). However, unlike many earlier studies that focus mainly on theoretical models of curriculum integration, this study provides concrete evidence from classroom practice regarding how teachers implement integration through thematic activities, interdisciplinary projects, and creative methods in everyday teaching situations.

A particularly important finding is that teachers did not perceive integration as a fixed methodological structure, but rather as a flexible and adaptive process shaped by students’ needs, classroom realities, and subject content. This finding expands previous discussions on integrated teaching by emphasizing the practical and contextual dimensions of implementation in primary classrooms.

In addition, the study highlights that integrated teaching contributes not only to cognitive development, but also to social, emotional, and ethical learning through the inclusion of cultural traditions, collaboration, and real-life experiences. This broader dimension of integration is less emphasized in many previous studies and represents an important contribution of this research.

The purpose of this research is to examine teachers’ practices and experiences in implementing integrated teaching, analyzing the methods used, the advantages and disadvantages, as well as the impact of this approach on pupils’ development.

From the analysis of teachers’ responses, it is clear that integrated teaching planning is based on combining subjects through common content and the aim of making learning more meaningful. Teachers emphasize the importance of connecting concepts from different subjects in a natural and functional way, in order for students to benefit from a rich, comprehensive and real-life experience. Similar findings have been reported in studies on curriculum integration in primary education, where teachers highlighted the importance of creating natural connections between subjects in order to promote meaningful learning and holistic student development (Niemelä and Tirri, 2018). This view is also supported by Kysilka (1998), who emphasizes the importance of curriculum integration in promoting meaningful learning. The ability of students to connect and apply knowledge across different contexts reflects the benefits of integrated learning. This supports the findings of Renkl (2014), who argues that integrating knowledge with concrete examples enhances understanding and transfer of learning. Integration is achieved through activities that develop linguistic, mathematical, scientific, artistic and social knowledge, encouraging critical thinking, creativity and collaboration. This shows that integrated teaching is an approach that promotes meaningful learning and encourages the active involvement of students in the educational process.

The interview results also revealed that integrated teaching offers numerous benefits for pupils, including developing lifelong learning skills, linking different content with the goal of achieving key competencies, and improving pupil interest and engagement. Similar findings were reported by Ortiz-Revilla et al. (2021), who emphasized that integrated learning approaches in primary education support the development of students’ competencies, collaboration, and active participation in the learning process. These findings are consistent with previous research, which shows that integrated curricula enhance student motivation and promote connections between knowledge areas (Mason, 1996). This method also helps develop communication and collaboration skills, as well as integrating knowledge from everyday life into lessons. Flowers et al. identify five minimal positive outcomes in settings where integrated learning is implemented: shared planning time, more positive school climate, more communication with parents, teachers with higher professional satisfaction, better student outcomes in schools that work with the “team teaching” model (Flowers, Mertens, and Mulhall, 1999). Furthermore, integrated teaching helps in better retention and application of information. Integrated teaching and learning processes enable children to acquire and apply basic skills across content areas (Nebraska Department of Education, 2017). Although it has many advantages, integrated teaching also has some challenges. According to a review of 36 studies (1996–2019), integrated learning in science is often perceived by students as difficult, boring, and abstract, while teachers often lack adequate training in integrated learning, and textbooks explain little or nothing about this approach (Winarno et al., 2020, p. 575). Planning this method requires more time and effort to ensure that all subjects are adequately covered. Limited class time and the difficulty of involving all pupils at an equal level are other obstacles. There is also the risk of not covering enough topics, and for more withdrawn pupils, displaying their work can be challenging. Thus, integrated teaching offers a powerful approach to education, enhancing the learning experience and pupils’ skills, but it requires careful planning and sufficient time to be implemented effectively.

Despite these positive outcomes, the findings also reveal several important barriers that may limit the effectiveness of integrated teaching in practice. Teachers frequently emphasized the lack of sufficient time for planning and implementation, especially within the limited duration of regular class periods. This finding is consistent with Mason (1996), who argues that integrated curricula often require additional preparation and coordination from teachers. Another significant challenge identified in this study is the difficulty of ensuring equal participation among all pupils, particularly students with disabilities and more withdrawn learners. While integrated teaching promotes collaboration and active learning, some pupils may experience uncertainty or discomfort when presenting their work publicly. This suggests that integrated teaching requires differentiated instructional strategies and additional teacher support to ensure inclusive participation.

Furthermore, teachers reported difficulties in creating coherent connections between subjects without forcing integration artificially. This issue supports Beane (1997) argument that poorly planned integration may reduce the authenticity and effectiveness of learning experiences. Therefore, successful implementation depends not only on teacher motivation, but also on pedagogical preparation, institutional support, and curriculum flexibility.

Integrated teaching seems to arouse the interest and engagement of pupils, helping them develop critical and creative thinking skills. These findings are consistent with recent research showing that integrated learning approaches in primary education support the development of critical thinking, creativity, collaboration, and problem-solving competencies among young learners (English, 2021). Pupils benefit from acquiring new knowledge and the ability to connect it to different contexts, including everyday life. The use of modern technology and extracurricular texts also contributes to making learning easier and more productive. Integrated teaching helps to meet specific objectives and develop general skills, making pupils more capable of connecting and applying knowledge in different situations. However, this approach presents some significant challenges. Motivating and engaging pupils can be difficult, especially when faced with new teaching methods. According to Beane (1997), a lack of knowledge about curricular integration can make the process seem forced and artificial, reducing pupils’ motivation (Beane, 1997). In some cases, pupils feel disconnected or unmotivated due to the challenging nature of integrated teaching. In addition, the lack of connections between learning units and other subjects and the lack of necessary conditions for integrated teaching are other challenges that negatively affect the student experience. For pupils with disabilities and in large classes, these challenges become even more pronounced. Ultimately, integrated teaching offers significant benefits to pupils, giving them the opportunity to develop valuable skills and acquire knowledge in a more meaningful way. However, the success of this method depends on pupils’ motivation, effective subject linking, and the provision of appropriate learning conditions.

Integrated teaching does not follow a single standardized method, but rather, teachers use a wide range of methods adapted to the nature of the learning units and the needs of the pupils. Similar conclusions are highlighted in studies on integrated STEM education, where flexible instructional practices and interdisciplinary teaching methods are considered essential for promoting meaningful learning and student engagement across different subject areas (Thibaut et al., 2018). Frazee and Rudnitski (2018) argue that integrating practical and experimental methods improves pupils understanding (Frazee and Rudnitski, 2018). This flexibility allows teachers to create a learning environment that is more suitable and effective for integrating different subjects. Some teachers prefer to use general methods that integrate all aspects of teaching in a coherent way, including relevant subjects. Others, as in the case of the “thematic project”, use specific methods that integrate several subjects around a common subject, making the lesson more engaging and connected to the real world. Some teachers use creative projects and activities to integrate subjects, such as combining Albanian Language with Figurative Art or using joint activities to connect Albanian Language with Mathematics. These methods not only help in integrating subjects, but also encourage creativity and critical thinking in pupils. For younger pupils, teachers use activities and games to include different subjects, making the lessons more accessible and adapted to their age.

Subjects such as Life Skills, Society and Environment, and Man and Nature are mentioned as suitable for integration, as they require a more in-depth scientific approach, helping to link theory with practice. Integrating these subjects helps pupils develop a better understanding of the world around them. For some teachers, all subjects are suitable for integration, as long as the teaching units are well adapted to the nature of the respective subjects. This underlines the importance of creating natural connections between subjects, thus improving the learning experience of pupils.

Albanian Language and Figurative Art stand out as a suitable combination for integration, enabling activities where pupils develop their linguistic and creative skills simultaneously. This integration is particularly effective in activities such as creating and illustrating fairy tales, encouraging creativity and improving writing and art skills. Some subjects, such as Figurative Art, Music Education, Man and Nature, Society and Environment, have strong connections between them and can be integrated in such a way as to provide a more comprehensive and thematic experience for students. Ralph Tyler, a major figure in 20th-century American education, described integration of subject areas as “the horizontal relationship of curriculum experiences,” and he considered such connections to be essential for student learning (Boss, 2011).

Meanwhile, according to pupils’ reflections during classroom observations, we understand that pupils find the interconnection of learning units between different subjects to be a useful and motivating method. This approach not only improves comprehension and memorization, but also increases their engagement and interest in learning. The integration of subjects, especially when it includes favorite subjects such as Figurative Art and Music Education, helps create a more attractive and effective learning environment. Pupils find the interconnection of learning units as a method that makes learning easier and more effective. This integration helps improve understanding and memorization of information, increases engagement and participation in the learning process. However, information overload can sometimes occur, but this can be managed through appropriate activities and support. Pupils also prefer methods that activate and engage them in interactive ways, such as brainstorming, class discussions, and work group. Despite its advantages, integrated teaching presents several challenges, including time constraints and the complexity of planning. Similar difficulties are reported by Winarno et al. (2020), who highlight that teachers often lack sufficient training and resources to effectively implement integrated learning.These findings are also supported by Beane (1997), who argues that poorly implemented integration may reduce student motivation and appear artificial.

Integrating subjects through creative activities and dynamic quizzes has proven to be effective in increasing interest and understanding of the material. The use of such methods helps in connecting knowledge and improving the learning experience for pupils. Pupils benefit more when the teacher connects the subjects of Albanian Language and Figurative Art, as well as Mathematics and Figurative Art, through visual methods that help in the acquisition of information. The connection of scientific and social subjects also helps in creating an integrated and sustainable understanding of knowledge. Integration between different subjects helps in facilitating the learning process and improves the learning experience for students.

4.1 Limitations of the study

This study has several limitations that should be acknowledged. First, the study was conducted in only two primary schools and included a relatively small number of participants, which limits the generalizability of the findings to broader educational contexts.

Second, the research was conducted over a six-week observation period, which may not fully capture the long-term impact of integrated teaching on student learning and development. In addition, the study relied mainly on qualitative data obtained through interviews, observations, and reflections, which may include subjective interpretations from participants and researchers.

Another limitation is that the study focused primarily on teachers’ and student teachers’ perspectives, without directly including parents or school administrators, whose perspectives could provide a more comprehensive understanding of integrated teaching practices.

4.2 Recommendations for future research

Future research should include a larger number of schools and participants from different regions in order to provide broader insights into integrated teaching practices in primary education. Comparative studies between urban and rural schools could also help identify contextual differences in the implementation of integrated teaching. In addition, longitudinal studies are recommended to examine the long-term effects of integrated teaching on students’ academic achievement, critical thinking, creativity, and social development. Future studies may also explore the perspectives of parents, school leaders, and curriculum developers regarding the implementation of integrated learning approaches.

Finally, further research is needed to investigate effective strategies for inclusive integrated teaching, particularly for students with disabilities and diverse learning needs.

Overall, the findings suggest that integrated teaching represents a valuable pedagogical approach in primary education because it promotes meaningful learning, interdisciplinary thinking, student engagement, and the practical application of knowledge. Although its implementation presents several organizational and pedagogical challenges, careful planning, teacher preparation, and institutional support can significantly enhance its effectiveness. Integrated teaching therefore has the potential to contribute to the development of more active, creative, and competent learners in contemporary primary education.

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