From Silos to Synergy: Achieving Holistic Learning through Collaborative Teaching

Educators are adapting teaching methods to meet the needs of modern university students who must complete various subject requirements each semester. Students often encounter numerous tasks and deadlines that frequently overlap. Consequently, collaborative teaching was executed to evaluate the effects on teaching and learning. This study seeks to evaluate student satisfaction about collaborative teaching methodologies. The students were assigned to two distinct group projects based on similar business concepts and created a video presentation tailored to meet the criteria of two subjects by incorporating the unique element of a corporation’s compliance with Shari’ah principles. The instructors evaluated this specific business endeavour for both disciplines utilising distinct rubrics to achieve varied learning objectives. At the end of the semester, a survey was administered to 75 participating students to assess their satisfaction with the collaborative teaching initiative. The collaborative teaching produced beneficial outcomes, with 97% of students affirming that it led to time efficiency, improved understanding of the applicability of their knowledge, and a deeper comprehension of both subjects. This collaborative teaching approach can be extended to more courses across many disciplines, offering students a holistic and cohesive learning experience. The results demonstrate that integrating collaborative evaluations between two different but related subjects, adding entrepreneurship and Shari’ah-compliant features, alongside effective teaching methodologies, significantly improves students’ learning activities. Therefore, it is advisable for academic institutions to prioritise and promote the cultivation of these behaviours while concurrently improving students’ academic performance.