The integrated approach works in contrast to the traditional disciplinary learning which focuses on students studying separate subject areas that are independent and disconnected from each other, taught at different times during the day in depth. Researchers argue that due to the lack of connection making,  disciplinary learning results in disengagement from lessons. Common assessment can be seen as exams and written tests, and this learning is teacher-led (Boyd, 2016).

Research suggests, that the decline in student learning through traditional disciplinary learning is due to the way the content is delivered, and how learning is suggested to happen (Johnson, 2017). Traditional learning is teacher-led, not allowing the child to be at the centre of learning as integrated learning does, and this proves to be less beneficial (Boyd, 2016).Because of the fast-paced world that exists today, children need more realistic ideas about the multi realities, and disciplinary learning cannot withstand the changing times, and cannot teach children the cross-disciplinary perspectives required to respond to challenges of the global kind-learning needs to reflect the realities that students experience outside of school, to make learning more meaningful, just as the integrated approach allows(University of W.A, 2009). 

 As the integrated approach to learning is quickly being adopted around the world, there are mixed views, wondering if this approach is better than traditional learning. Some believe it waters down learning, and that learning is not rigorous enough to uphold standards of standardised testing, with others believing that traditional learning may seem more rigorous, though, if children are not making connections, as they do in integrated learning, then the teaching is pointless, and that by catering to students interests, then children are more likely to absorb learning, with integrated learning proven to create higher retention, at higher rates than traditional learning (Boyd,2016). Even Japan, known for their successful education system has adopted integrated learning into their curriculum in 2002, to relax their curriculum and cater to children’s needs (Asianed topics, 2013). Regardless of the many different views, the mounting evidence of the success of integrated learning is clear, and if something is engaging children in the learning process, then it is a success (Boyd, 2016).