Interdisciplinary Studies in the Humanities

Abstract Despite the acknowledged importance of the undergraduate general curriculum in cultivating interdisciplinary perspectives among students, the underlying rationale behind such curricula in Iran remains unclear. This comparative study explores and evaluates the undergraduate general education curriculum within Iran’s higher education system alongside that of four international institutions: Mount Royal University ((MRU), the University of New South Wales (UNSW), the Polytechnic University (PolyU), and the National University of Singapore (NUS). This study employed a qualitative approach and the data systematically gathered and analyzed by Bereday's four stages method. The findings reveal that, in contrast to the Iranian undergraduate general education curriculum, where students do not have much freedom in choosing subject clusters or course units, the selected universities employ flexible and decentralized curricular structures. Their intended learning outcomes and course offerings encompass a broader and more diverse array of subjects—including personal and organizational development, local, national, and global identities, the natural and mathematical sciences, as well as the arts—all framed within an interdisciplinary orientation. These international curricula are more responsive to both the societal and individual needs of students. In conclusion, the study recommends a comprehensive review and needs assessment of Iran’s undergraduate general curriculum, emphasizing the integration of interdisciplinary approaches to enhance educational quality and ensure alignment with evolving societal demands and stakeholder expectations.