Integrative teaching and learning: reflections of a complex world in the curricula of primary teacher education programs

Abstract

<p><b>Background:</b> Acting in a changing world demands a holistic understanding of complex phenomena. Teacher education must therefore equip candidates with both knowledge and skills in integrative teaching and learning.<br><b>Purpose:</b> This study investigates how integrative teaching and learning are reflected in the curricula of Finnish primary teacher education programs during the academic year 2024–2025.<br><b>Methods: </b>The curricula of ten Finnish primary teacher education programs were analyzed using both data-driven and theory-guided content analysis.<br><b>Results: </b>Five categories of courses reflect integrative teaching and learning: explicitly designed courses, subject-specific courses, integrative courses, studies in educational theory, and supervised teaching practice. These revealed four main approaches to integration: general integration, curriculum-driven integration, subject-based integration, and transdisciplinary integration.<br><b>Conclusions: </b>The findings provide tools for reflection and curriculum development in primary teacher education.<br></p>