Global Integration with Holistic Curriculum: A Systematic Review

Document Type : Original Article

Authors

1 PhD student in Curriculum Planning, Department of Methods, Educational Planning and Curriculum, Faculty of Psychology and Education, University of Tehran, Tehran, Iran

2 Associate Professor, Department of Methods, Educational Planning and Curriculum, Faculty of Psychology and Education, University of Tehran, Tehran, Iran

Abstract

Objective: The present study aims to conduct a systematic review of research related to the dimensions and components of a holistic curriculum in order to provide a comprehensive and precise understanding of this approach for policymakers, curriculum designers, and educational practitioners.
Method: This qualitative study employed a systematic review design. The statistical population consisted of scholarly articles addressing holistic education and curriculum. The selection and analysis of studies were carried out based on Wright et al.’s seven-step protocol across three databases (Web of Science, Scopus, and Google Scholar). To ensure more rigorous screening, Wright et al.’s checklist and the PRISMA framework were applied, leading to the selection of 15 articles. An inductive thematic analysis was conducted, and inter-coder reliability was evaluated, with an agreement coefficient exceeding 0.8.
Results: The analysis revealed that the holistic curriculum encompasses three major dimensions: individual, interpersonal, and environmental. Within the individual dimension, themes of intellectual growth, spiritual growth, and physical development were identified. The interpersonal dimension included themes of social–ethical development and sociocultural growth. The environmental dimension comprised themes related to engagement with authentic and artistic environments and learning within natural settings.
Conclusion: By examining these dimensions and components, teachers and curriculum designers can gain a deeper understanding of the holistic curriculum as a contemporary educational approach. Applying this perspective in instructional planning and teaching practices can help create enriched and dynamic learning environments that foster the comprehensive development of students as future contributors to an integrated society.

Keywords

Main Subjects

References

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Learner-based Curriculum and Instruction Journal
Volume 4, Issue 3 - Serial Number 15
December 2025
Pages 84-107

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History

  • Receive Date: 17 February 2025
  • Revise Date: 14 April 2025
  • Accept Date: 16 April 2025
  • First Publish Date: 22 November 2025
  • Publish Date: 22 November 2025

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