Defining integrated learning: perspectives from alumni of The Christian University in the Democratic Republic of the Congo (DRC)

Abstract

This article examines the various perspectives of alumni from the Christian Bilingual University of the Congo (UCBC) on the topic of integrated learning. In this article, both an understanding and a definition of the concept of integrated learning are achieved, by analysing data obtained from the twelve alumni. The tool used was semi-structured interviews. Five themes emerged as part of the definition of the concept. Firstly, integrated learning is a holistic education. Secondly, it is described as a complete education because it deals with all aspects of learners’ lives. Thirdly, integrated learning emphasises theory and practice and, fourthly, it prepares learners to be people of significance in their nation. Fifthly and lastly, it is a learner-centred process focused on building the inner person. These perspectives on integrated learning are judged to be important for Christian universities and higher education practitioners who are all invited to design ways of holistically involving learners in learning.

https://doi.org/10.19108/KOERS.81.2.2255