Year: 2025
Type: article
Abstract: Interdisciplinary thematic teaching, as an innovative educational concept, aims to break disciplinary barriers by integrating knowledge and methodologies from diverse subjects to foster comprehensive learning. This approach is characterized by disciplinary grounding, cross-curricular integration, context-driven higher-order thinking development, and collaborative practice. It aligns with the cultivation of students’ core competencies, addresses knowledge fragmentation, and enhances social adaptability. However, challenges persist in classroom implementation. This study proposes three actionable pathways: curriculum standard-based resource integration, contextualized teaching frameworks, and problem-oriented strategies for cultivating higher-order thinking. These pathways provide theoretical and practical guidance for educators to advance interdisciplinary pedagogical reforms.
Authors: Junyao Wu, Wenhui Hao
Institutions: Geely University of China, University of Glasgow
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W4407730201