How can we make higher-education curriculum relevant for diverse learners? Such a question lies
at the heart of the conceptualisation of “integrative learning”. Building on work developed in
America in the late 1990s and continued through research including Huber and Hutchings’s (2004)
seminal Integrative Learning: Mapping the Terrain, Klein’s (2005) Integrative learning and
interdisciplinary studies and Higgs, Kilcommins and Ryan’s (2010) Making Connections:
Intentional Teaching for Integrative Learning, this edited book, Integrative Learning:
International research and practice, perpetuates the development of a shared language around
understanding integrative learning.