Abstract

The interdisciplinary approach in higher education has been seen as an opportunity to enhance teaching and learning processes. However, designing effective interdisciplinary practices can be challenging due to the paucity of frameworks to guide their development. This systematic review aimed to examine the state of research on interdisciplinary practices that addresses the teaching of biology in higher education. Web of Science (WoS) and Scopus databases were searched following PRISMA guidelines. Data were analysed by content analysis, and categories of analysis were designed based on (1) characterising the research, (2) identifying the disciplines used in the design of interdisciplinary practices for biology teaching and (3) characterising the structure of interdisciplinary practices implemented in higher education for biology teaching. A total of 567 records were obtained, of which 34 were included in the present review. The content analysis revealed that interdisciplinary practices for biology teaching advocate the methodological closeness between basic science fields, where the largest number of disciplines described (n = 30) is found. In addition, the structure of these practices highlights the use of collaborative strategies, practice, shared instruction and technology, framed to the knowledge needs, skills and motivational aspects that guided their design and implementation.