Interdisciplinary Learning: A Study of Practice within Secondary Schools in Glasgow, Scotland

The need for young people to acquire transferrable skills and knowledge by blurring disciplinary boundaries and applying their learning to real life contexts has been a theme of global educational policy in recent years (OECD, 2018a; United Nations, 2015). Within Scotland this is reflected in Curriculum for Excellence where Interdisciplinary Learning (IDL) features heavily and is cited as one of four main contexts for learning alongside: Curriculum areas and subjects, Ethos and life of the school, and Opportunities for personal achievement. However, some studies indicate that an implementation gap exists and that IDL is not being fully realised in practice (Graham, 2019; Harvie, 2018). A recent report suggested that “Colleges and universities might consider partnering with practitioners to measure the impact and requirements of quality IDL experiences.” (Education Scotland, 2023, p. 7). In line with this, Glasgow City Council and the University of Glasgow partnered to conduct a research study in three secondary schools in Glasgow which were identified as having good practice in IDL. This article presents the findings in relation to approaches participating schools used to plan and implement IDL and the impact this work had on pupils and the wider school community.