Despite the emerging popularity of interdisciplinary education among universities around the world, it remains unclear how to define and enact interdisciplinary curriculum integration at the programme level and at the undergraduate level. By undergoing a qualitative documentary analysis of the programme portfolios of the 43 undergraduate interdisciplinary programmes offered by seven publicly funded universities in Hong Kong, which are publicly available on their official websites, this comparative study reveals seven common strategies that they adopt when undergoing interdisciplinary curriculum integration, which are embedded with a series of underlying motives and ideologies. These include bringing in foundational disciplinary knowledge for interdisciplinary learning; cultivating skills and dispositions throughout interdisciplinary learning; exposing to interdisciplinary research methodologies; introducing thematic clusters for interdisciplinary integration; advancing interdisciplinary understanding and expectations; providing hands-on projects for interdisciplinary inquiry; as well as developing experiential interdisciplinary collaboration across sectors and stakeholders. Conceptually speaking, this study can reveal both the similar and differing views of underlying philosophies, curricular arrangements, pedagogical features, and organisational structures that shape these Hong Kong undergraduate interdisciplinary programmes. Practically speaking, the various strategies adopted by these Hong Kong universities can inspire policymakers, administrators, and practitioners worldwide to enhance or refine their undergraduate interdisciplinary programmes, which can further support the ongoing process of institutionalising interdisciplinarity in the university context. Copyright © 2024 Taylor & Francis.

This paper will report how practicing teachers implement an interdisciplinary curriculum in Hong Kong classrooms. General Studies, as an interdisciplinary subject first developed for primary curriculum, has essential contribution to enhance meaningful learning relevant to daily experiences and develop pupils' high order thinking skills. Thus, the realization of the intended aims and objectives of this curriculum is of pivotal importance for the achievement of the overall aims of education for the 21st century. Through questionnaire survey, pre and post-lesson interviews and lesson observation, the researchers examine whether intended aims of the General Studis Curriculum have been achieved. Implications and suggestions will be discussed in relation to professional development of practicing teachers on integrated teaching.