Integrating Interdisciplinary Thinking Skills into University Curricula in the Age of Artificial Intelligence

Abstract

Higher education is in the midst of a transformation driven by artificial intelligence (AI), but the traditional disciplinary organization of university curricula still restricts students from connecting and applying knowledge, solving complex problems and connecting with other disciplines. The lack of effective integration between disciplines is a significant barrier to creativity as well as to education for workplace participation in the new world of artificial intelligence. This study examined the current status, challenges faculty report encountered in their efforts to include interdisciplinary thinking skills in their university curricula, and future directions faculty may offer for interdisciplinary thinking skills in their future courses. For the data collection, a descriptive quantitative design was used and data were collected using a researcher-developed questionnaire. The questionnaire was content valid and internally consistent. The questionnaire was sent to the faculty members of three universities in Saudi Arabia, via electronic mail, during February 2026, the second semester of the 2025/2026 academic year. 320 complete, voluntary returns were received. Mean, standard deviation and rank order were computed. the overall integration score (1.34) and interdisciplinary learning with AI tools were low. Perceived challenges were high (meaN=2.74) with strong agreement on the issues of limited knowledge, limited technical skills and organizational constraints. Future directions were also heavily agreed upon (overall M = 2.74), including professional development and working across departments. The findings show a disconnect between their current practices and the future directions they endorsed. The study suggests curriculum restructuring together with faculty development, using AI for assessments, and fostering interdepartmental collaboration based on these perceptions.