Teachers’ approaches to interdisciplinary teaching and learning initiatives in disciplinary programmes: a scoping review

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This scoping review explores interdisciplinary learning outcomes and teacher approaches in higher education, highlighting key dilemmas faced.

Teachers reported a need for interdisciplinary learning to motivate students and develop essential competencies, which can enhance student engagement and understanding.
The review identifies 11 types of learning activities and 5 assessment formats that focus on interdisciplinary initiatives within disciplinary programs.
Three primary domains of awareness emerged from teacher reflections: infrastructural, epistemic, and social, which influence their approaches to teaching.
The findings underscore dilemmas teachers face, including balancing quality learning with student engagement, and navigating uncertainty versus safety in learning environments.

Sørensen et al. (2025) studied this question.

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This scoping review explores interdisciplinary learning outcomes and teacher approaches in higher education, highlighting key dilemmas faced.