Research Hotspots and Trends on Interdisciplinary Teaching and Learning in China: A Bibliometric Analysis

ABSTRACT As the global demand for innovative teaching models grows, interdisciplinary teaching and learning (ITL) has garnered widespread attention as a strategy for fostering complex skills and higher‐order thinking worldwide. This trend is also evident in China. To further understand the current research hotspots and trends of ITL in China, this study conducts a bibliometric analysis with 806 studies published in the CNKI (China National Knowledge Infrastructure) database between 1992 and 2024, using techniques such as keyword co‐occurrence analysis, burst detection, and cluster analysis. The research findings first identify the current research hotspots and some typical cases in China and then indicate that compared with international research, Chinese scholars focus more on macro‐level topics such as ITL objectives and talent cultivation. Based on both international and Chinese ITL research, we propose four possible future research directions, including ITL teacher professional development, ITL assessment and evaluation design, ITL environment design, and ICT integration.