A Study on Mechanisms for Interdisciplinary Integration in Teachers’ Professional Development and Pathways for Competency Enhancement Under the Guidance of Ideological and Political Education in the Curriculum

Abstract

The new curriculum reform has set higher standards for teachers engaged in interdisciplinary instruction as part of the “Curriculum-based Ideological and Political Education” initiative. This empirical study involved 15 participating teachers. Using grounded theory, interview data were coded and analyzed; the composite elements of interdisciplinary literacy were extracted through open coding, axial coding, and selective coding. A fuzzy set qualitative comparative analysis was conducted on the teachers’ interdisciplinary literacy, yielding corresponding simplification solutions and intermediate solutions, from which the corresponding configuration paths were derived. The results show that axial coding yielded 8 main nodes and 95 source nodes, and selective coding identified five core categories: abilities, knowledge, beliefs, traits, and motivation. Using fsQCA to analyze the obtained competency codings, the coverage of 0.912504 and consistency of 0.841211 for the intermediate solution indicated that all five categories are core conditions. Based on this, four configuration paths were derived, with an overall coverage of 0.824. According to the results of the above empirical study, enhancing teachers’ interdisciplinary literacy requires efforts focused on both stimulating their interdisciplinary traits and motivation.