A Holistic Lens: Evaluating Curriculum Impact on Student Wellbeing in Southern Punjab

This study is used to explain the public High and Higher Secondary school Principals and teachers in meaningful curriculum development evaluation measures from the perspective of the Holistic approach in southern Punjab. The meaningful curriculum development and evaluation measures in perspective of the Holistic Approach to students' cognitive, social and economic development in their institutes that are effective by the Principals and teachers in the development and implementation of the curriculum in their institutes. The study objective is to examine the holistic variable of meaningful curriculum development evaluation measures in southern Punjab, which includes a sample comprising 55 principals and 299 teachers from secondary and higher secondary schools. Data were collected using a structured questionnaire and analyzed through descriptive statistics (mean and standard deviation) and inferential statistics (t-test). Principals (mean = 5.38, SD = 1.84) and teachers (mean = 5.2, SD = 1.86) hold comparable opinions about the relevance of a holistic approach in curriculum evaluation. The T-value is 0.6443, and the P-value is 0.5198, which is above the conventional significance level of 0.05. These findings suggest general agreement between the two groups on the importance of this approach. A holistic curriculum supports the growth of well-rounded individuals prepared to thrive academically, socially, and emotionally.