The design and implementation of interdisciplinary curricula at the University of Social Sciences and Humanities, VNUHCM: current status and solutions

Abstract

In the context of globalization and higher education reform, interdisciplinary curricula have emerged as a necessary trend to address complex societal challenges. This study evaluates the current status of designing and implementing the interdisciplinary curricula at the University of Social Sciences and Humanities, Vietnam National University Ho Chi Minh City (USSH, VNU-HCM), with the aim of proposing solutions to enhance their effectiveness. Data were collected through a Likert-scale survey of 111 lecturers and 397 students, complemented by in-depth interviews with four staff and lecturers from relevant faculties. The findings indicate that the USSH possesses significant potential for developing interdisciplinary curricula, bolstered by its liberal education philosophy, autonomy in higher education, and the inherently interdisciplinary nature of the social sciences and humanities. This is reflected in the high average scores from a survey on the need to integrate knowledge in curriculum design and teaching. However, challenges include a lack of coordination between faculties and limitations in lecturer capacity, particularly in teaching methodologies and assessment practices. Linear regression analysis reveals that curriculum design and implementation are the primary factors influencing effectivenes. Based on these results, the study proposes four solutions: (1) organizing workshops to raise the awareness of interdisciplinary education, (2) standardizing the curriculum design process with an integrative approach, (3) enhancing inter-faculty coordination and innovating teaching methods such as problem-based learning, and (4) training lecturers in multidisciplinary teaching skills. These solutions not only aim to improve training quality at the USSH but also hold broader applicability, meeting labor market demands in an era of global integration.