As a teacher educator deeply invested in research, teaching and learning, I have often wondered ‘what if ‘ during my University days while pursuing my masters in history, I would have had the option of selecting a combination of subjects beyond my immediate specialization. Such as, a history major with mathematics, or a history major with physics and so on. The fact is the world does not exist in isolated compartments, there are overlapping hues and colours which shapes the reality of our existence. To overcome the myriad problems we encounter in our day to day lives, to gain access to the opportunities surrounding us, and to arrive at a holistic understanding of a particular concept, issue or problem requires multiple perspectives and multiple skills. But till the late 90s, we had limited choices in higher education having to select from one specific stream-- either science, commerce or the humanities. So it was either all science or no science, all history or no history, all mathematics or none and so on. In striking contrast the American Universities offered (even back then) an incredible variety of courses that students could take no matter what the major adding to the richness of college life. (Zakaria 2016: 12) Fareed Zakaria the noted CNN host, who spent his early years in India (the 70s) recalls going through the Havard Course book which his mother had brought back from her trip to the USA, describing it as an astonishing document.’’ (Zakaria 2016:15)‘’
Instead of a thin pamphlet containing a dry list of subjects, as one would find at Indian universities, it was a bulging volume overflowing with ideas. It listed hundreds of classes in all kinds of fields. And the course descriptions were written like advertisements—as if the teachers wanted you to join them on an intellectual adventure. …..students didn’t have to choose a major in advance and that they could take poetry and physics and history and economics. From eight thousand miles away, with little knowledge and no experience, I was falling in love with the idea of a liberal education….’’
The Ancient World
Ancient India and Greece however had a remarkable tradition of integrated knowledge. With education aimed at nurturing well-rounded individuals, there were no hard core hierarchical boundaries between arts and science; rather each co-existed and nurtured the other. Renowned scholars whose names are forever etched in the academic world were seasoned polymaths. The works of Plato - 427-347 BCE. (one of the most profound philosopher of the ancient world) in philosophy and politics were significantly influential. But Plato was also deeply obsessed by the study of geometry. In Italy, the ideas gained from the disciples of Pythagoras made him theorize that the ‘’ reality which scientific thought is seeking must be expressible in mathematical terms, mathematics being the most precise and definite kind of thinking of which we are capable.‘’ (MacTutor History of Mathematics) The significance of Plato’s ideas were immense and laid the foundations for Euclid’s systematic approach to mathematics. Infact Euclid’s focus on geometry and its logical structure aligns with Plato’s emphasis on mathematical reasoning and the pursuit of universal truths. The Academy founded by Plato in 387 BCE was an institution devoted to research and instructions in philosophy and the sciences. Likewise the works of Aristotle- 384 – 322 BCE the Greek philosopher, covered a broad range of subjects spanning the natural science, philosophy, linguistics, economics, politics, psychology and the arts. The Lyceum founded by Aristotle in 335BC, encouraged enquiry in to philosophy, rhetorics, mathematics, politics, natural science and the Arts.
In India the universities of Taxila/Takshashila (Pakistan) and Nalanda (Bihar), although prominent learning sites for different schools of Buddhism, equally mentored on a wide variety of subjects—Vedas, logic, Sanskrit, grammar, philosophy, medicine, metaphysics, divination, mathematics, astronomy, literature and magic. Xuanzang/Huien Tsang the renowned Chinese scholar who covered 17 years, 6000 miles pilgrimage to the great centres of learning in India, mentions in his book, The Great Tang Records on the Western Regions—of Nalanda as the greatest repository of knowledge in the world (Dalrymple 2024: 1, 2) Students could study Ayurveda, logic and governance side by side with various disciplines interwoven in the learning process. Aryabhata-476-550 CE, the mathematician who calculated Pi with remarkable accuracy also contributed to astronomy marking a major shift from mythological cosmologies to a more mathematical and observational model of the universe. His work laid the foundation for later Indian, Islamic, and even European astronomy. Panini best known as a linguist and grammarian used logic, philosophy and mathematical thinking. His work A???dhy?y? comprising 3,959 sutras (rules) is a highly structured, rule-based system for describing Sanskrit grammar. Varahamihira -505-587 CE the author of Brihat-Samhita wrote about planetary motions, weather predictions (meteorology), gemology, agriculture and town-planning. Charaka, the ancient Indian physician and author of the Charaka Samhita (2nd century BCE approximately ), was not only a pioneer in medicine and biology, but also deeply engaged with ethics, metaphysics, and philosophy.
The examples are legion, but what was clearly manifest in the pursuit of knowledge during the ancient period was the smooth integration of respective disciplines, blended harmoniously in discovering and learning.
Significance of an Integrated system of Knowledge
In the immediate past, say up to the 80s and even the 90s, our journey in life followed a linear, predictable and slow pattern of progression. We graduated or completed our masters in a specific discipline, strived for a government job and if not looked elsewhere at positions which offered us stability and an assured regular income. We then bought a car, a house, got married, had children and sought to give them a good education. The skills we learnt during school and in particular higher education persisted and used invariably throughout our lives. Today it is radically different: the whole world seems to have turned on its head and in this chaotic mayhem nothing is stable and nothing is predictable--- government jobs are no longer secure, while STEM degrees, earlier crowned as the most revered disciplines, guaranteed for success and status, are now facing unprecedented challenges exhibited by a volatile job market and AI (Artificial Intelligence) taking over routine technical work. Emerging technologies are automating foundational coding, analysis, and design tasks, cutting off demand for newly minted technical profession (Tewari 2025) According to the Federal Reserve Bank of New York (2025) unemployment for computer engineering stands at 7.5% and for computer science, 6.1%, figures that cast doubt on the supposed invincibility of these once-revered disciplines. (Tewari 2025) While student interest continue to swell in tech-related domains, the hiring market appears to be shifting this criterion. Micro-soft, Intel, IBM, CISCO and others are significantly reducing their workforces. Microsoft has already laid off 3% of its employees till May 2025 as a part of the so called restructuring effort.
At the same time we are living in a world marked by an erosion of human values, and rise of disturbing divisions, violence, hate crimes and mistrust amongst societies and nations. How do we take control of our lives, how do we remain relevant in a deeply competitive and uncertain job market and how do we move and contribute towards a sustainable future for ourselves, for others around us and for planet earth itself, requires a thorough reorientation of how we think, work and live.
For one we need multiple skills to stay alive. In other words, we need broader skill sets, which alongside knowledge of AI, requires uniquely human skills that are now in much demand across the professional stream. In todays hybrid work environment, a more integrated approach is extremely necessary. Employers are now shifting priorities and placing a premium on those who are not only adaptive and proficient in AI generated systems, but equally possess soft skills fostered in the humanities and arts, such as ethical reasoning, creativity, critical thinking, cultural awareness, adaptability, leadership, cross disciplinary and interdisciplinary skills and so on. (Tewari 2025)
Secondly our skills have to be continuously upgraded if we are to survive in a world that is changing at an extremely fast pace. Consistently learning, relearning and adapting is the key to survival today.
The need and importance of an integrated system of learning has been aptly put forward by Martha Nussbaum, the noted American philosopher- ‘’Students should have a major subject which might prepare them for a career, but should also take some course that prepare them more broadly for citizenship and life. Students can major in computer science or engineering, but in such a system they are also required to take general liberal arts courses in history, philosophy and literature. This system has striking advantages preparing students for their multiple future roles in much more adequate way than a narrow single-subject system.’’ (Nussbaum 2010: xix-xx)
Recommendations of the National Educational Policy (NEP) 2020
Taking due cognizance of the sweeping changes around us, the NEP-2020 has suggested transformative shifts in the entire educational scenario. ‘’The aim of education will not only be cognitive development, but also building character and creating holistic and well-rounded individuals equipped with the key 21st century skills.’’ (NEP-2020,P.13) One of the extremely significant recommendations in the document is the emphasis on a multidisciplinary, inter-disciplinary and cross-disciplinary approach. ‘’Moving to large multidisciplinary universities and Higher Education Institution clusters is thus the highest recommendation of this policy regarding the structure of higher education.’’(NEP-2020, p.37)
The following are the key recommendations:
- ‘’One of the fundamental principles to guide our education systems is the emphasis on a multidisciplinary and a holistic education across the sciences, social sciences, arts, humanities and sports for a multidisciplinary world…’’ (NEP-2020,p.6)
Note: This quote from the National Education Policy (NEP) 2020 highlights a crucial shift in how education in India is being reimagined: This means students are no longer confined to rigid subject streams but are given the freedom to explore diverse fields. It encourages integration of knowledge across various disciplines. Such as a science student can study music or political science and vice versa. Students will gain exposure to various subjects, helping them think critically, creatively, and from multiple perspectives.
- ‘’A wide choice of subjects and courses year to year will be the new distinguishing feature of secondary school education’’. (NEP-2020, P.14)
Note: The flexibility to select subjects from diverse streams commences from secondary school education (11 to 12). At this stage many students are not certain about their actual subject choice; this shift however gives an opportunity to students to understand their true calling and opens up diverse career paths, thereby better preparing them for higher education and the challenges of the modern world.
- ‘’Moving to large multidisciplinary universities and HEI clusters is thus the highest recommendation of this policy regarding the structure of higher education.’’ (NEP-2020, P.37)
Note: The NEP 2020 advocates for the creation of large, multidisciplinary universities to replace smaller, single-stream colleges. This shift aims to provide students with a wider range of subject choices, foster interdisciplinary learning, and improve overall academic quality. With better resources, flexible curricula, and opportunities for diverse learning, students will be more equipped for dynamic careers and global challenges.
- ‘’A university will mean a multidisciplinary institution of higher learning that offers undergraduate and graduate programs with high quality teaching, research and community engagement’’. (NEP-2020, P.37)
Note: This redefines the concept of a university in India. It emphasizes that a true university should not focus on just one subject or stream, but must offer a wide range of disciplines—like science, arts, commerce, technology, and vocational studies—at both undergraduate and postgraduate levels. In addition to offering high-quality teaching, universities are also expected to actively engage in research and contribute to society through community outreach and service.
- ‘’Even engineering institutions such as IITs will move towards more holistic and multidisciplinary education with more arts and humanities. Students of arts and humanities will aim to learn more science and all will make an effort to incorporate more vocational subjects and soft skills.’’ (NEP-2020,p.39)
Note: This means that higher education in India, including prestigious technical institutes like IITs, will no longer focus only on specialized or technical subjects. Instead, they will blend disciplines—engineering students will study arts, humanities, and social sciences, while students in arts and humanities will also be encouraged to learn science and technology.
Additionally, vocational training (practical job-oriented skills) and soft skills (like communication, teamwork, critical thinking) will be included across all programs, regardless of the stream.
- ‘’The structure and length of degree programs will be adjusted accordingly. The undergraduate degree will be of either 3 or 4 year duration, with multiple exit options within this period, with appropriate certification, eg a certificate after completing 1 year in a discipline or field including vocational and professional areas, or a diploma after 2 years of study, or a Bachelors degree after a 3 year program. The 4-year multidisciplinary bachelors programme however shall be the preferred option since it allows the opportunity to experience the full range of holistic and multidisciplinary education, in addition to a focus on the chosen major, minors as per the choices of the students. An Academic Bank of Credit (ABC) shall be established which would digitally store the academic credits earned from various recognized HIEs so that the degrees from an HEI can be awarded taking into account credits earned’’. (NEP 2020,P.40)
Note: The NEP 2020 introduces flexible undergraduate programs with multiple exit points—certificate after 1 year, diploma after 2, degree after 3, and a preferred 4-year holistic bachelor's degree. It encourages interdisciplinary study and lifelong learning. An Academic Bank of Credit (ABC) will digitally store earned credits, allowing students to pause, transfer, or resume their education anytime, making higher education more accessible, inclusive, and student-centric.
In other words, a digital platform will store the academic credits students earned from different recognized institutions. These credits can later be accumulated or transferred to complete a degree, even if the student had to take a break or switch institutions.
- ‘’By 2030 only educationally sound multidisciplinary and integrated teacher education programmes shall be in force’’ (NEP 2020, p.45)
Note: This means that by the year 2030, all teacher education colleges in India will shift to high-quality, multidisciplinary, and integrated programs. Outdated or poorly structured or stand a lone teacher training courses will be phased out. These programs will be housed in multidisciplinary universities or institutions, ensuring that future teachers receive a broad, well-rounded, and rigorous education.
- ‘’Flexibility in curriculum and novel and engaging course options will be on offer to students in addition to rigorous specialisation in a subject or subjects’’. (NEP 2020, p.40)
Note: This means that students will have more freedom to shape their own learning paths. While they will still be able to pursue rigorous specialization in a subject (major)—such as physics, economics, or literature etc—they will also be able to choose additional subjects (minors) from other disciplines.
For example, a student majoring in biology could take a minor in psychology or music. Alongside core subjects, new and engaging courses—such as artificial intelligence, environmental studies, entrepreneurship, or creative writing—will also be available.
- ‘’By 2040, all higher education institutions (HEIs) shall aim to become multidisciplinary institutions with large students enrolment preferably in thousands for optimal use of infrastructure and resources.’’ (NEP 2020, p.38)
Note: By the year 2040, all colleges and universities in India are expected to become multidisciplinary, offering a wide range of subjects—sciences, arts, commerce, technology, and vocational courses—under one roof. They should also aim to have larger student populations (ideally in the thousands) to ensure that infrastructure like libraries, labs, faculty, and other resources are used efficiently and effectively. Small, single-stream institutions will either merge or transform to meet this goal.
- ‘’Firstly all HEIs will plan to become multidisciplinary by 2030 and gradually increase student strength to the desired levels’’. (NEP 2020 P.38)
Note: This means that by 2030, all Higher Education Institutions (HEIs) in India—whether currently specialized (like engineering-only or arts-only colleges)—are expected to start offering a variety of disciplines under one roof. They will begin transitioning into multidisciplinary institutions, providing students with access to a broader range of subjects and learning opportunities. At the same time, these institutions will gradually expand their student intake, aiming to reach a larger student body over time, which will help maximize the use of faculty, infrastructure, and resources.
- ‘’The 4-year integrated B.Ed. offered by such multidisciplinary HEIs will, by 2030 become the minimal degree qualification for school teachers. The 4-year integrated B.Ed will be a dual-major holistic bachelors degree, in Education as ell as a specialised subject such as a language, history, music, mathematics, computer science, chemistry, economics, art, physical education etc. Beyond the teaching of cutting-edge pedagogy, the teacher education will include grounding in sociology, history, science, psychology, early childhood care and education, foundational literacy and numeracy, knowledge of India and its values/ethos/art/traditions and more.’’ (NEP-2020 p.45)
Note: For school teachers the ITEP (Integrated Teacher Education Programme) aims to professionalize teaching bringing rigour, relevance and a multidisciplinary focus. A dual-major bachelor's degree means that the student specializes in two areas (Majors) simultaneously over the course of the 4-year program, such as a major in education and also a major in a core academic subject. However the HEI offering the 4-year B.Ed may also run a 2-year B.Ed, for students who have already received a Bachelors degree in a specialized subject. A 1-year B.Ed may also be offered for candidates who have received a 4-year undergraduate degree in a specialized subject.
| For teachers and teacher educators, two other key documents that merit attention are the National Professional Standards for Teachers-2023 (NPST) developed by the National Council for Teacher Education and Global Framework of Professional Teaching Standards-Jointly developed by Education International and UNESCO-2019 |
These remain a matter of policy and practical implementation is yet to be ascertained. Some Universities have already initiated the process, while research in an integrated approach in higher education has long since been attempted. Less discussed however and one that needs to be deliberated upon, is how school teachers can apply the integrated approach as a pedagogic tool in the classroom to enhance the teaching-learning process. Also how can they encourage students to collaboratively work on assignments using the dualistic approach. Infact most often, the terms multidisciplinary, inter-disciplinary and cross- disciplinary are used interchangeably ignoring the specific nature of each approach. The following discussion aims to clarify these terms.
Multidisciplinary
Meaning A particular theme/problem is adopted. Different subjects review and contribute to the theme
Nature of Collaboration Subjects do not overlap. Each subject retains its specific approach and method
Approach Each subject contributes to the theme, while retaining its own method. For example a topic on natural disasters, let us say earthquakes may combine geography, science, English and mathematics. The students will not blend or combine concepts or methods, they study the topic from different disciplinary lenses, side by side. For instance, geography students will look into the physical and spatial aspects of earthquakes. English students will focus on creative and reflective writing in context of natural disasters such as a a diary or letter from a survivor or a poem related to earthquakes. In Science we focus on the scientific principles behind earthquakes while mathematics students will focus on quantitative analysis and data interpretation.
Outcome Multiple viewpoints are offered to a specific problem without merging of disciplines.
Interdisciplinary
Meaning A common theme is adopted. Different subjects are integrated to offer new insights
Nature of collaboration Integrative- subjects are blended/fused
Approach The approach and method of each subject is used for a holistic and deeper understanding to a particular theme/problem. For example in a topic on the French Revolution, subjects such as history, political science, English and arts are integrated, blending methods and perspectives thus fusing the learning, enabling students to understand the problem holistically.
For instance we begin from history which sets the context for integration of alternate subjects. In history we look into the causes of the French Revolution, the key events, timeline and major political figures. Thereafter students link these developments with the political ideals of the revolution, such as the famous cries of---liberty, equality and fraternity, the formation of the National Assembly, the Declaration of the Rights of man and how these ideas helped to shape and influence modern democratic ideas. Infact the terms liberty, equality and fraternity are visibly enshrined in the Preamble of our Constitution (India).
An indepth understanding of the revolution remains incomplete without penetrating into the emotional and human aspect of the characters involved. Literature provides us the lens to understand the main personalities of the revolution. The context which shaped individuals to what they became-- their weaknesses, strengths and tragic ends. The dignity with which Queen Marie Antoinette proceeded for her execution gives us a renewed perspective on a queen much maligned for her otherwise frivolous ways of living.
Visual arts and performing arts provides us the tools to live the revolution through powerful patterns of simulation. Role plays or drama bring historical and political events to life as each student imbibes the characteristic of a particular figure in history. This also includes the life of the common people such as the Third Estate peasants. On the other hand, pictures, paintings or craft enables us to visualize the atmosphere and culture of revolutionary France. Likewise drawing symbolic representations such as what do we link liberty with, how do we explain liberty to uneducated masses through symbols hones our imaginative and creative skills. The same process can be adopted for equality and fraternity.
Outcome A synthesized understanding to a common theme
Cross-disciplinary
Meaning Using or borrowing the approach and method of another subject
Nature of collaboration Supportive- the main subject merely uses the approach of another for deeper insight. In a cross-disciplinary approach, one subject remains the primary focus, while another is used in a supportive role to enhance or enrich the understanding of that main subject. The emphasis is not on blending disciplines, but on borrowing tools or concepts from a secondary subject to illuminate the central topic more clearly.
Approach The main subject remains central. The alternative subject is merely supportive. For example while studying architecture of the Mughuls, such as the Red Fort, we may first begin with the usual questions in history.
What was the historical context behind the construction of the Red Fort? When was it built? What was its significance during Mughul rule? How and why did Mughul architecture become a reflection of power and cultural synthesis. During the colonial period what was the Red Fort used for? What is the significance of the Red Fort today?
To answer these queries we go through a process of historical analysis. However to know about the architectural features and structure of the Fort, history alone may not help us gain an in-depth understanding. We may take the help of geometry to enrich our understanding and appreciation of Mughul architecture.
Geometry is all about shapes and which are clearly manifested in any architectural structure. The arches (semi-circles), domes (hemispheres), minarets (cylinders), courtyards (rectangles and squares), window beams (triangles) represents myriad shapes. It is Important to know however that the specific features of Mughul architecture as manifested in diverse shapes were applicable not only for its aesthetic sense but also for its durability and power. Let us take two examples.
Firstly the circular domes, which clearly stands out not only in the Red Fort but in many other structures built by the Mughuls. The circular domes were influenced by Persian and Islamic styles and were not only symbolic of divine power and grandeur, it also had practical significance. Domes helped in acoustics (science of sound) in large halls. Good acoustics helps people to hear each other clearly even from a distance like in a concert hall or mosque. Domes also helped in temperature regulation in the following manner- a) The curved shape and height of a dome allows hot air to rise away from living space below, thus creating a cooler area underneath, extremely ideal for the hot summers of Delhi. b) The rounded design of a dome helps in circulating air naturally c) Since domes were often built with thick stones or bricks, it absorbs heat slowly and release it gradually. Thus helps to keep interiors cool during the day.
Secondly Triangles were used as a support element in the RedFort. This is because the triangle is one of the strongest shape in the world. When force is applied to a triangle it distributes the pressure evenly along all 3 sides and holds its shape. In architectural terms it provides rigidity and support, holds up heavy stone projections, ensures load is evenly distributed, resists bending due to the inherent strength of the triangle. This is why even in todays constructions, triangles are used in bridges, towers, roofs and other space structures.
Thus history is the main subject here. Geometry is used and studied not for its own sake but for what it can reveal about the architectural choices of the Mughuls and the fine engineering skills of the architects.
Outcome Enriched understanding of the primary subject
The key message which emerges from this blog/section is the consistent need for us to re-skill ourselves, to focus on human centric subjects which nurtures problems solving abilities, resilience, interpersonal skills, creativity, innovation, collaboration and so on, alongside AI proficiency which is indeed the need of the hour. In this context it is worthwhile to mention about The Future of Jobs Report 2025- World Economic Forum, January 2025. The report presents a unique dataset derived from an extensive survey of over 1000 global employers, representing more than 14 million workers across 22 industry clusters and 55 economies – In the top 10 skills required for the emerging job market for the 2025-30 period, AI & big data heads the list as the fastest-growing competencies, followed by cybersecurity and overall tech literacy. However Soft skills remain vital too such as- Creative thinking, resilience, adaptability, curiosity, leadership, and talent management, followed by environmental stewardship. In other words what clearly emerges from the report is that success in the coming years will be defined by hybrid fluency- a combination of both hard and soft skills.
References
- Dalrymple, William (2024): The Golden Road: How Ancient India Transformed The World, London: Bloomsbury Publishing
- Global Framework of Professional Teaching Standards (2019) Education International and UNESCO
- https://mathshistory.st-andrews.ac.uk Biography-MacTutor History of Mathematics, accessed on 24-6-25
- Nausbaum, Martha C (2010): Not for Profit: Why Democracy Needs the Humanities, New Jersey: Princeton University Press
- National Professional Standards for Teachers (2023) (NPST): Guiding Document, National Council for Teacher Education (NCTE) Ministry of Education, Government of India
- National Education Policy-2020, Ministry of Human Resource Development, Government of India
- Tiwari, Trisha (2025):timesofindia.indiatimes.com/education/news/why-stem-degrees-are-losing-their-iron-grip-on-employment-security-as-social-sciences-gain-momentum, accessed on 25.6.25
- Future of Jobs Report-2025: World Economic Forum, weforum.org/publications/the-future-of-jobs-report-2025 accessed on 27.6.25
- Zakaria, Fareed (2016): In Defence of a Liberal Education, NewYork: W.W Norton &Company
AUTHOR: Sima Saigal
