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In the context of rapidly evolving educational landscapes, enhancing the interdisciplinary competence of primary and secondary school teachers is essential to effectively address emerging pedagogical challenges. This paper aimed to map new trends and the possibility of interdisciplinary competence of primary and secondary school teachers. For this purpose, a systematic review was conducted. The resulting sample was further selected according to PRISMA guidelines, with screening and eligibility process conducted based on the inclusion criteria defined concerning the research objective. This research consisted 20 studies. The findings revealed a growing interest in this field from 2019–2023. Furthermore, the research methods were mainly qualitative research, followed by mixed research. Interdisciplinary competence of primary and secondary school teachers mainly consists of pedagogical knowledge of the relevant disciplines (PCK), pedagogical skills, communication and cooperation skills, teachers' non-cognitive factors. The strategies for cultivating teachers' interdisciplinary competence included professional teacher development programs, teacher cooperation models, teacher community operation, administrative support, and flexible management. Future research can focus on administrative reform, cooperation models, cognitive differences among teachers from various disciplines, the relationship between interdisciplinary competence and non-cognitive factors, as well as the construction of interdisciplinary learning platforms.
Hong et al. (Mon,) studied this question.