Implementación de la interdisciplina en el currículo universitario por docentes: una revisión sistematica con perspectiva de cambio educativo

Interdisciplinarity is a polysemic concept attributed to the union of disciplines that, from an educational change perspective, enhances the university curriculum through connections in the content. In theory, faculty members define interdisciplinarity as either the dissolution or preservation of disciplines, considering it achieved through the transformation or integration of content. The aim of this text is to analyze, through a systematic review, articles where faculty members implement interdisciplinarity in the university curriculum while distinguishing between different concepts. This involved analyzing the literature and allowed the identification and segmentation of 62 research articles from databases such as ERIC, Scopus, Scielo, and Dialnet. The results indicate the implementation of interdisciplinarity as content transformation, curriculum integration, and curricular flexibility linked to the notion of disruption in educational change; and as the union of subjects while respecting disciplinary boundaries, connections between areas of knowledge, and specific projects from a stability perspective. This review allows us to conclude that, in most of the reviewed articles, faculty members associate interdisciplinarity with notions of preservation, opting to unite the content of the university curriculum while respecting disciplinary boundaries rather than integrating them.