INTERDISCIPLINARY INTEGRATION IN CREATIVE LESSON FRAMEWORKS: A COMPARATIVE STUDY OF STEM AND HUMANITIES CLASSROOMS
DOI:
https://doi.org/10.5281/zenodo.18468698Keywords:
interdisciplinary integration, creative lesson frameworks, STEM education, Humanities education, comparative study, creative pedagogy, learner-centered learningAbstract
This article explores the role of interdisciplinary integration in the design and implementation of creative lesson frameworks, with a particular focus on a comparative analysis of STEM (Science, Technology, Engineering, and Mathematics) and Humanities classrooms. The study examines how interdisciplinary approaches enhance creativity, critical thinking, and learner engagement by bridging subject boundaries and promoting holistic learning experiences. Through comparative analysis, the article highlights similarities and differences in pedagogical strategies, instructional methods, and learning outcomes between STEM and Humanities contexts. Special attention is given to the use of project-based learning, problem-solving tasks, and creative assessment techniques as tools for interdisciplinary integration. The findings suggest that while STEM classrooms tend to emphasize innovation through applied problem-solving and technological tools, Humanities classrooms foster creativity through interpretative, reflective, and discursive practices. The article concludes that effective interdisciplinary integration in creative lesson frameworks contributes to the development of transferable skills and supports learner-centered education across both academic domains.
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