How to build a transdisciplinary/ interdisciplinary curriculum in universities

Transdisciplinary / interdisciplinary educational curricula and programmes in higher education help university students to think more relationally and critically for addressing complex global and sustainability challenges. However, implementing these innovative curricula within centuries-old academic structures presents significant institutional challenges.

This study examines the University of Hong Kong’s Common Core curriculum as a successful model for transdisciplinary education. Using theoretical concepts from Gilles Deleuze and Felix Guattari – particularly their ideas about “assemblages” (dynamic networks of relationships) and “territorialisation” (how spaces and practices become established) – this study analysed how programmes of this nature are managed to thrive within traditional university structures.

The findings reveal that successful transdisciplinary curriculum don’t simply impose new rules. Instead, they work adaptively to create connections between diverse stakeholders (faculty from different departments, students, administrators), strategically channeling resources and funding, blending different disciplinary perspectives, and synchronising with existing university rhythms like semester schedules and assessment cycles. Rather than dismantling departmental boundaries entirely, the curriculum created a flexible platform where disciplinary expertise could interact and help evolve the curriculum together.

This research offers valuable insights for universities seeking to prepare students for complex, boundary-crossing challenges. The key lesson: institutional transformation doesn’t require revolutionary upheaval but rather the cultivation of spaces where different forms of knowledge can productively collide, merge, and create something new. For students, this means educational experiences that mirror the interconnected nature of real-world problems while still benefiting from deep disciplinary expertise.