A growing body of research has pointed to the need for interdisciplinary learning opportunities in higher education to motivate and help students develop essential competencies beyond disciplinary competency frameworks. This scoping review explores the interdisciplinary learning initiatives within disciplinary programs, focusing on how university teachers perceive and approach these learning situations. The review identifies four categories of learning outcomes, 11 types of learning activities, and five assessment formats typically in focus by teachers. Colligating teachers' advice and reflections on teaching and learning, the review also shows three main domains of awareness: infrastructural, epistemic, and social. The findings highlight three dilemmas, which teachers face when engaging with interdisciplinary learning: quality student learning versus engagement, uncertainty versus safety, and inclusion versus exclusivity.
Sørensen et al. (Mon,) studied this question.