Complex societal challenges require interdisciplinary collaboration, leading higher education institutions to develop interdisciplinary courses and programs. While these aim to support knowledge integration and collaborative problem-solving, they also present challenges related to teaching and learning. This study explores those challenges and potential strategies associated with interdisciplinary teaching in higher education. Using a qualitative, exploratory approach, we conducted semi-structured interviews with teachers involved in interdisciplinary teaching. Interviews were transcribed and thematically analysed using NVivo.
The findings reveal challenges related to differences in students’ disciplinary knowledge, expectations, and communication. Teachers highlighted difficulties in balancing varying levels of subject-specific knowledge and managing classroom and group dynamics. At the same time, interdisciplinary environments created opportunities for knowledge integration and broader perspectives. To support learning, teachers used strategies such as problem-based learning, collaborative projects, reflective discussions, and real-world examples to encourage interaction and knowledge exchange. Overall, successful interdisciplinary teaching relies less on disciplinary knowledge exchange and more on facilitating interaction, reflection, and collaboration across disciplines.
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