Making Sense of Interdisciplinary General Education Curriculum Design: Case Study of Common Core Curriculum at the University of Hong Kong

Abstract

Purpose This research is an interview-based study that captures the academics’ perspectives toward the planning and design of an interdisciplinary General Education Curriculum for undergraduate students in the Chinese context, using the Common Core Curriculum at the University of Hong Kong as a case study. Design/Approach/Methods A total of 28 academics with various levels of academic ranking, disciplinary context, proven teaching excellence, and research productivities were individually invited for and consented to a semi-structured and face-to-face interview. Findings This article suggests four fundamental and interrelated dimensions for consideration when structuring an interdisciplinary General Education Curriculum, namely, how to design, what is worth learning, how to learn and teach, and how to know students have learned. It is suggested that the ideal curriculum should remain coherent and coordinated, broad and balanced, as well as open and flexible, ensuring the capture of knowledge, skills, and attitudes, with the facilitation of active, authentic, and contextualized pedagogies and assessments. Originality/Value This article has the potential of providing insight for policymakers and educators around the world to better structure an interdisciplinary General Education Curriculum by creating an overall springboard for future discussion. They can also integrate these evidence-based elements and strategies into their everyday practices.