krydsfaglig

Krydsfaglig refers to an approach that integrates knowledge, methods, and perspectives from two or more disciplines to address a common topic or problem. The term derives from kryds (cross) and fag (subject/discipline) and is used primarily in Danish educational and research contexts to describe work that goes beyond single-subject boundaries. In practice, krydsfaglig undervisning (cross-disciplinary teaching) seeks to connect concepts and skills across subjects, promoting synthesis, transferable competencies, and real-world relevance.

In schools and higher education, krydsfaglig means designing learning activities where students apply mathematics, science, language, social studies, and arts to understand complex issues. It can involve project-based or problem-based learning, team-teaching by teachers from different subjects, integrated curricula, and coordinated assessment. It emphasizes learning outcomes such as critical thinking, collaboration, communication, and the ability to transfer knowledge to new contexts.

Common themes include sustainability, health and well-being, technology and society, cultural heritage, and citizenship. Examples: a project on climate change that combines science (earth systems), mathematics (data analysis), and civics (policy implications); a design-and-communication project that blends engineering concepts with graphic design and language skills.

Challenges and considerations: requires coordination across teachers and timetables, alignment of learning objectives, developing valid assessment methods, professional development, and potential tension with traditional subject boundaries. Benefits include increased relevance, motivation, and the development of holistic problem-solving abilities.

Krydsfaglig is related to interdisciplinarity and transdisciplinarity, depending on context.