The integrated science curriculum which came into effect in 1999 is an example of the designed Integrated Curriculum in the Bhutanese education system. Amongst many designs of curriculum, Bhutanese educators have realised the role and importance of integrated curriculum as a response to meeting the changing needs of the society. In particular, the Bhutanese government has launched the GNH initiative, an attempt to build an economy on balanced development of individuals. Furthermore, striving to develop the educational system and teaching practices to the 21st century, the project explores how ICT is currently used in teaching in RUB. Based on this, the project will experiment with ways of using ICT to further the goals of devloping GNH infused curriculum.
Through both quantitative and qualitative studies, the project is investigating the implementation of GNH infused curriculum (integrated design and delivery), as well as the extent of ICT integration in the educational system of RUB. The researcher intends to study tutors and students across the university in terms of how their teaching-learning is organized, and through empirical studies the project will seek answers to the following question:
What mechanisms affect the implementation of GNH and ICT integration in curriculum design and teaching?
The study will investigate conditions for succesful design and delivery of integrated curriculum in general and in GNH infused curriculum in particular, as well as the conditions for sustainable and pedagogically sound ICT integration in the institutions of RUB.