Mapping interdisciplinarity in education: a scoping review and conceptual framework for theory and practice

Purpose This paper examines how interdisciplinary research in education has developed over time and how it aligns with contemporary global priorities, notably the Sustainable Development Goals (SDGs). By mapping the breadth of scholarship since 1982, the study identifies recurring themes, conceptual gaps and opportunities for strengthening the field. Design/methodology/approach We conducted a scoping review following established frameworks for evidence mapping. Peer-reviewed articles and book chapters were retrieved from SCOPUS and the Web of Sciences, screened against predefined criteria and analyzed thematically. The review focused on publications that explicitly addressed interdisciplinarity in education broadly conceived across professional, higher and sustainability-oriented contexts. Findings The review revealed a diverse but fragmented body of research, with earlier studies focussing on professional training and reform and more recent work oriented towards sustainability, collaboration, and systems thinking. Common challenges include limited theoretical anchoring, weak methodological rigour, and insufficient comparative or longitudinal designs. Although few studies explicitly referenced the SDGs, many anticipated their priorities, particularly around health, equity, sustainability, and partnerships. The review findings suggest that interdisciplinarity in education research remains vibrant but requires greater coherence to influence policy and practice at scale. Originality/value By situating historical and contemporary strands of interdisciplinary education research against the frame of the SDGs, we offer an updated synthesis of the field and advance a forward-looking research agenda. We underscore interdisciplinarity not only as a pedagogical trend but also as a research domain central to understanding global societal challenges and education's contribution towards solving them.