📄 Abstract
National Education Policy (NEP)-2020 foregrounds multidisciplinary learning as a critical pathway for nurturing holistic development and deep value internalization among school learners. By dissolving rigid subject boundaries, the policy envisions learning environments where cognitive understanding is meaningfully connected with empathy, cooperation, and ethical awareness. Despite this progressive vision, classroom adoption especially in districts like Mayurbhanj remains uneven and often limited to superficial integration. The present study critically examines how multidisciplinary learning practices influence value internalization among elementary learners. The study was carried out in six government elementary schools involving 120 Grade VII learners and 12 teachers selected through simple random sampling. A descriptive survey method was adopted. Data were collected using a Value Internalization Scale, a Classroom Observation Tool to capture multidisciplinary classroom processes, and semi-structured interviews with teachers and students. Quantitative data were analysed through mean and standard deviation, while qualitative responses were thematically interpreted. Findings reveal that classrooms implementing art-integrated tasks, project-based learning, and community-linked activities showed noticeable gains in learners cooperative behaviour, reflective thinking, and sensitivity toward peers. Learners responded more positively when values were embedded within subject learning rather than taught in isolation. However, teachers reported constraints related to planning time, resource availability, and partial conceptual clarity regarding multidisciplinary pedagogy. The study concludes that multidisciplinary learning holds strong potential for meaningful value internalization, but its sustained impact depends on continuous teacher preparation, contextual resource support, and pedagogical mentoring.
🏷️ Keywords
📚 How to Cite:
Mr. Sagar Kumar Dalnaik, Mrs. Itishree Raj , BREAKING SUBJECT SILOS: MULTIDISCIPLINARY LEARNING AS A CATALYST FOR VALUE INTERNALIZATION AMONG SCHOOL LEARNERS , Volume 11 , Issue 3, March 2026, EPRA International Journal of Research & Development (IJRD) , DOI: https://doi.org/10.36713/epra26551