Primary exploration of the One Science integrated curriculum system construction
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Linmin Pan
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Yabei Gu
Abstract
Under the background of the explosion of knowledge, the rapid development of new technologies, and the new trend of globalization, the reform and development of college education and teaching courses are facing new challenges. The exploration of the top-notch innovative talent cultivation model based on the integrated One Science curriculum system urgently awaits reform. The One Science integrated curriculum system focuses on the integration of disciplines, breaking down disciplinary barriers, and aiming at cultivating students’ general understanding abilities and the innovative capabilities of future scientists. This paper introduces the necessity and reform practice exploration of the One Science integrated curriculum system, and further discusses the challenges and prospects of the integrated curriculum system reform.
Introduction
In the current era of rapid knowledge emergence and rapid technological development, the transformation and progress of education have become a global focus. Faced with continuous technological innovation and increasingly complex globalization trends, education must become more in-depth, holistic, and interdisciplinary. Therefore, breaking down disciplinary barriers and promoting disciplinary integration have become urgent needs for college curriculum reform. The One Science integrated curriculum system is an important measure to meet this challenge. “One Science” emphasizes that natural sciences and social sciences are interrelated and form a unified whole and promoting the construction of a global community of shared future requires mastering the basic laws of material science, data science, life science, and social science. At its core, this system aims to eliminate barriers caused by isolated disciplinary knowledge and to provide new pathways for cultivating top-notch innovative talent through the integration of knowledge. This system not only focuses on students’ general abilities but also emphasizes the cultivation of innovative leadership talents with interdisciplinary thinking, critical thinking, and practical abilities.
The explosion of knowledge in the information age promotes the innovation of college education
In today’s information age, the growth of knowledge has shown an unprecedented speed and scale. With the continuous breakthroughs in science and technology and the rapid spread of information, new theories and technologies emerge one after another, and the cycle of knowledge renewal has been greatly shortened. The progress of modern science and technology and the popularization of the internet have greatly changed the way information is obtained, and anyone can obtain a large amount of information by simply clicking the mouse. A major challenge faced by college education is how to impart not only the current frontier professional knowledge to students within a limited teaching time but also to endow them with future learning abilities and innovative thinking. In this context, the traditional single-discipline education model of colleges and universities gradually appears limited. It is important for students to delve into a single field, but if they lack a cross-disciplinary perspective and ability, they are often unable to cope with the complexity and diversity of practical problems. Especially in the process of cultivating top-notch innovative talent, how to effectively respond to the challenges brought by the explosion of knowledge has become an urgent need for college education reform. The construction of the One Science integrated curriculum system is born in this context.
Interdisciplinary integration has become the core driving force of scientific and technological innovation
With the accelerated iteration of knowledge and the continuous breakthroughs in scientific and technological innovation, interdisciplinary integration has increasingly become the key driving force for promoting innovation and scientific research progress. Research shows that 334 Nobel Prizes in natural science in the 20th century generally involved interdisciplinary phenomena [1]. The Nobel Prizes in Physics and Chemistry in 2024 were awarded to top scientists in the field of interdisciplinary research at the same time, highlighting the scientific community’s high recognition of interdisciplinary research. Innovation no longer solely depends on breakthroughs in a single field but seeks new solutions by integrating and reorganizing knowledge from different disciplines. For the cultivation of top-notch talents, training in interdisciplinary thinking and abilities is particularly important. This ability not only requires students to have a deep knowledge reserve in a certain field but also to be able to introduce tools and methods from other disciplines into their own research field, breaking traditional thinking limitations. Interdisciplinary integration has become a new driving force for innovation development, and the One Science integrated curriculum system is born to adapt to this trend, aiming to provide students with a broader knowledge background and innovation space.
Globalization accelerates educational reform
The acceleration of globalization has promoted frequent exchanges among countries in the fields of science and technology, economy, and culture, enhancing global educational competition. The cultivation of top-notch innovative talents is not only to meet the needs of domestic economic and social development but also to gain an advantage in international competition. Students need to master knowledge from multiple disciplines, and have the ability to cooperate with people from different cultural backgrounds. To cope with this trend, many colleges and universities have begun to try to cultivate top talents with an international perspective through forms such as international cooperation in running schools and joint training programs. At the same time, globalization has also promoted the sharing of educational resources, and cooperation between top global colleges and universities has become closer, allowing students to access the latest scientific research results and educational resources through various international exchange programs. Under the background of globalization, cross-cultural communication and cooperation abilities have become essential qualities for top talents. Therefore, colleges and universities need to integrate an international perspective and global consciousness into the cultivation of top talents through curriculum teaching system reform. The One Science integrated curriculum system is an important embodiment of this educational reform, committed to cultivating future scientists with global competitiveness by breaking down disciplinary barriers and promoting international cooperation.
Advances in interdisciplinary curriculum integration among top universities
Since the beginning of the new century, STEAM interdisciplinary integrated education has gradually become an important strategy for global educational reform. Major developed countries represented by the United States, the United Kingdom, and Germany have formulated and implemented relevant interdisciplinary integrated education policies and measures from the national strategic level [2].
Internationally, many top universities and research institutions have pioneered the development of integrated curricula. Stanford University in the United States emphasizes the integration of teaching, learning, and research across multiple disciplines, where the integration of teaching and research is the core of Stanford’s integrated reform. Interdisciplinary research and teaching have become a defining characteristic of Stanford, fostering student creativity through cross-disciplinary learning. For instance, Stanford’s Science, Technology, and Society (STS) program offers a wide array of interdisciplinary courses, including practical and experiential learning activities. The program’s instructors hail from various departments – Anthropology, Communication, Computer Science, Education, Electrical Engineering, History, Law, Management Science and Engineering, Political Science, and Sociology – focusing on cultivating students’ innovative thinking and practical problem-solving skills [3]. Harvard University’s integrated curriculum aims to develop students’ broad knowledge base, critical thinking, creativity, and global perspective. Its core General Education Program adopts a “4 + 3 + 1” curriculum model: “4” refers to courses chosen across four areas of General Education – Aesthetics and Interpretation, Individual, Society and History, Science and Technology in Society, and Ethics and Citizenship; “3” corresponds to three required “Distribution” courses in Arts and Humanities, Science and Engineering, and Social Science; and “1” is an Empirical and Mathematical Reasoning course, fostering students’ critical thinking from a data analysis perspective. This curriculum emphasizes interdisciplinary learning, integrating diverse theories and methods to tackle complex real-world problems. Since 2004, the Massachusetts Institute of Technology (MIT) has been enhancing its general education philosophy with a reform focus on curriculum implementation. Recent educational reforms in MIT’s engineering programs embody the diversity of disciplinary knowledge, blending various subjects with an emphasis on practical knowledge to strengthen students’ ability to face future challenges [4]. In 2014, the National Academy of Sciences in the U.S. highlighted “convergence” as a key concept, introducing Stanford’s interdisciplinary research platform [5]. A 2018 report by the National Academies of Sciences, Engineering, and Medicine in the U.S. underscored the importance of promoting interdisciplinary education, recommending new models and programs to help students understand the connections between disciplines and support their holistic development [6].
In China, some universities have begun experimenting with integrated curricula. For example, Peking University’s Yuanpei College emphasizes “freedom of exploration” by integrating high-quality educational resources from across the university and establishing unique interdisciplinary majors, including Paleobiology, Philosophy, Politics and Economics, Foreign Languages and World History, Integrated Sciences, and Data Science and Big Data Technology. This approach focuses on developing students’ ability to construct knowledge frameworks that transcend disciplinary boundaries. By optimizing course structures, Yuanpei College has created a distinctive general education system, enriching students’ knowledge base and promoting their holistic development [7]. Tsinghua University’s Xinya College follows a philosophy of “Integrating Ancient and Modern, East and West, Humanities and Sciences,” fostering a “broad-specialized” integrated education model. This approach moves students from a broad-based to specialized, interdisciplinary developmental path, providing them with high-quality humanities and sciences education as well as multidisciplinary and interdisciplinary professional training. It encourages students to view their studies from multiple perspectives and disciplines, understanding their fields’ development process and its relationship with other knowledge areas [8]. Such initiatives aim to break down disciplinary silos and explore educational models suited for talent cultivation in the new era. Innovation is a major driver of social progress, and integrated curricula encourage students to develop innovative thinking through interdisciplinary learning and practice, unlocking their creative potential and nurturing innovative talent. In summary, integrated curricula are an effective response to the challenges of the knowledge explosion, technological advancement, and globalization and represent a vital educational model for cultivating talent suited for the future.
Over a decade of implementing the China National Talent Plan, universities have made continuous improvements to curriculum development and achieved notable successes. However, regarding the long-term objectives for cultivating top-notch talent, many issues remain within the current curriculum system. These issues hinder students from establishing correct thinking methodologies, breaking free from disciplinary constraints, and developing interdisciplinary research capabilities. Furthermore, some students have yet to recognize the importance of cultivating comprehensive qualities that combine science with the arts and humanities.
Transforming the One Science integrated curriculum system: practices under the biomedical sciences pilot
Zhiyuan College at Shanghai Jiao Tong University is dedicated to cultivating innovative leaders with critical thinking, integrative knowledge skills, communication and collaboration abilities, multicultural understanding, and a global perspective. The college has seven undergraduate programs: Mathematics, Physics, Life Science, Computer Science, Chemistry, Biomedical Science and Engineering – providing robust support for interdisciplinary education. The Biomedical Sciences program in particular, covers almost all core areas of natural sciences, with challenging courses and high credit requirements. In response to the “New Medical Science” development strategy and to enhance interdisciplinary talent development mechanisms, reform of the current curriculum system is both highly necessary and urgent.
Establishment and development of the curriculum system
Since 2020, Zhiyuan college has organized weekly systematic discussions with senior professors from various disciplines. Through multiple rounds of in-depth refinement and optimization, the One Science integrated curriculum system, targeting 2030, has been initially established. This curriculum system aims to explore and build a new model of general education that breaks down disciplinary boundaries, fostering students’ ability to approach complex problems from a multidisciplinary perspective, while enhancing scientific literacy and expanding cognitive boundaries. Currently, Zhiyuan adheres to an elite talent development model of “solid foundations + mission-driven motivation + curiosity-driven exploration” [9]. Guided by the principles of “biomedical leadership, interdisciplinary integration, structured cultivation, innovative truth-seeking, and collaborative development,” Zhiyuan has crafted an honors program that emphasizes “general and specialized integration, cross-disciplinary fusion, and progressive development.” Through the educational philosophy of “general education + disciplinary integration,” Zhiyuan aims to develop innovative leaders who possess both academic depth and a broad perspective. Reform practices in this system primarily focus on breaking down disciplinary boundaries and integrating multidisciplinary knowledge already achieved preliminary success [10].
Design approach of the interdisciplinary One Science curriculum based on the “Four Core Pillars”
The One Science interdisciplinary curriculum system, envisioned for 2030, is centered on transcending traditional disciplinary boundaries to establish a comprehensive curriculum structure based on the “Four Core Pillars”: Physical Science, Information Science, Life Science, and Humanities. These pillars encompass fundamental principles from both natural and social phenomena, providing essential frameworks for understanding the world and addressing complex problems. Each module is defined by unique foundational laws: symmetry, conservation, and causality serve as the basic principles within Physical Science; Information Science relies heavily on correlations and statistical patterns emerging from big data; genetic inheritance is a fundamental law within Life Science; and Humanities focused on the complexity and diversity of human societies and individuals (Table 1). Though these pillars differ in their approaches to knowledge, they share a common emphasis on logical reasoning and scientific validation.
Four core pillars.
| Pillar | Principle | Ability |
|---|---|---|
| Physical science | Symmetry, conservation, and causality | Logical thinking and reasoning ability |
| Information science | Correlations and statistical patterns | Data analysis and model building |
| Life science | Genetic inheritance | Experimental design and observational skills |
| Humanities | Social complexity | Cultural understanding and social analysis |
This student-centered curriculum emphasizes “knowledge exploration, skill development, character formation, and value guidance” to foster interdisciplinary thinking and problem-solving skills. With 15–20 credits allocated per core pillar, the curriculum balances academic workload with both breadth and depth, enhancing students’ scientific literacy and critical thinking skills.
Problem-solving-oriented course development
Emphasizing a “problem-solving orientation”, this curriculum links knowledge through questions and goals, creating a new integrated curriculum system. By extracting key elements from physics, mathematics, chemistry, computer science, and life science, knowledge pillars are interconnected to break down disciplinary barriers, blending multiple related fields into a broadly interdisciplinary new discipline. For example, exploring the structure and theories of new microscopic physics allows for a seamless fusion and advancement of physics and chemistry concepts. On another front, integrating natural and social sciences – such as the Second Law of Thermodynamics with the evolution of human civilization – promotes disciplinary fusion, blending values with professional competencies.
Courses are the primary carrier for achieving the goal of talent cultivation, and the quality of curriculum system design directly determines the quality of talent cultivation. Constructing an integrated curriculum is not merely about layering subject content or structural adjustments; it requires a deep integration of different disciplinary perspectives. In terms of curriculum design, the framework is based on modern knowledge structures and guided by the educational philosophy of knowledge exploration, character development, capacity development, and value orientation. Emphasis is placed on integrating foundational knowledge in the first two years, covering pillars such as Information Science, Physical Science, Life Science, Social Science, college culture, and Experimental Science (Table 2).
Interdisciplinary One Science curriculum.
| Knowledge exploration | Character development | Capacity development | ||
|---|---|---|---|---|
| Basic knowledge | Information science (20 credits) | Humanities (15 credits) | Experimental science (20 credits) | Value orientation |
| Physical science (20 credits) | Social science (15 credits) | Research-based learning (RBL) | and | |
| (extra-curricular) | Discipline integration | |||
| Life science (20 credits) | College culture | Social practice | ||
| Specialized knowledge | Medical science, graduation project | |||
In the Data Science module, a primary focus is placed on merging insights from mathematics and computer science. The Physical Sciences module focuses on integrating core principles from physics and chemistry, while the Life Sciences module unifies key concepts from biology and chemistry. Additionally, from a critical-thinking standpoint, it is essential to design rigorous problem-solving sessions and recruit skilled, committed teaching assistants.
To bridge the gap between textbook knowledge and cutting-edge scientific developments, Zhiyuan Innovation Research Center (ZIRC) has launched the “Future Scholars Program” incorporating the latest research into new courses to enhance their intellectual rigor, academic depth, interdisciplinarity, and practical orientation. This initiative also encourages undergraduates to engage with important scientific issues, develop academic standards, and build independent research skills, fostering close faculty-student collaboration and the confidence to pursue frontier research.
Integration of theory and practice: close alignment of theoretical courses and experimental teaching
Zhiyuan’s disciplinary integration reform emphasizes exploring interdisciplinary experimental courses by reshaping traditional experimental teaching, breaking down course and subject barriers, and establishing a required module of interdisciplinary experimental courses. This new system, which combines mathematics, physics, chemistry, and biology in paired integrations, strengthens students’ comprehensive practical skills and further advances the deep integration of experimental teaching with both scientific research and theoretical courses.
A mechanism has been established to integrate experimental teaching with scientific research, enabling shared resources to cultivate top-notch talent. This approach aligns faculty research with the development of students’ innovative and research skills, embedding these objectives into discipline building. Faculty members are encouraged to apply their research findings to experimental teaching. Through project-based initiatives, the college has launched seven interdisciplinary projects: bioinformatics and data science, biophysics, biochemistry, physiology and metabolism, molecular and cellular biology, oncology, and medical systems biology. These integrated experimental courses emphasize hands-on skills, practical experience, and ethical development, allowing students to gain scientific knowledge, reinforce foundational learning, and foster interdisciplinary understanding. This initiative is designed to cultivate well-rounded, innovative talent ready for future challenges.
Gathering interdisciplinary expertise to build a strong faculty team for integrated courses
To break down disciplinary boundaries and cultivate interdisciplinary thinking, the college established a Biomedical Integration Curriculum Task Force. This team, composed of faculty with diverse interdisciplinary backgrounds, collaborates on designing and teaching integrated courses, ensuring balance across disciplines and aligning research with teaching. Faculty members use their cross-disciplinary expertise to help students apply knowledge from multiple fields, broadening their perspectives and enhancing their problem-solving abilities.
To recruit faculty with interdisciplinary expertise for integrated courses, the college first establishes clear course objectives, syllabi, and qualifications, specifying necessary interdisciplinary knowledge. Faculty candidates are evaluated on their academic background, teaching experience, and cross-disciplinary research achievements. Faculty participate in joint lesson planning and trial lectures, with feedback from the reform task force.
The college also hosts workshops where faculty and senior students assess integration needs in fields like physics, engineering, life sciences, and computer science within biomedical courses, inviting students to suggest course ideas. Regular discussions with students further refine the curriculum. During implementation, peer observations and discussions among faculty ensure continuous improvement in teaching quality and course integration.
Fostering a humanistic spirit through college life
Seminar-style instruction
Under the “Top-notch Talent Program 2.0”, we use “Zhiyuan College” to facilitate cross-disciplinary interactions between faculty and students, breaking down disciplinary barriers and promoting open communication. As Peter Garrison notes, “Bringing scholars from different disciplines together enhances mutual recognition through exposure to diverse academic cultures.”
Zhiyuan College includes seminar-style classrooms and study spaces to implement a small-class teaching approach, emphasizing formative assessments and non-standardized exams. Seminar classes are limited to around 30 students, with highly qualified faculty leading “heuristic” and “inquiry-based” learning. An interdisciplinary teaching team supports this initiative, supplemented by a system of high-level undergraduate teaching assistants, who receive training to facilitate seminars for large lecture classes. Foundational seminars in mathematics and science encourage students to express diverse viewpoints, fostering a culture of active exploration and interdisciplinary awareness.
Emphasizing general education: integrating scientific and humanistic literacy
To enhance students’ humanities literacy and address the common emphasis on technical knowledge over humanistic qualities in top talent training, Zhiyuan has introduced required courses such as “Academic Writing and Standards” and general education elective courses cross four pillars: social sciences, humanities, natural sciences, and arts. By combining humanities and natural sciences, students not only learn specialized knowledge but also gain exposure to philosophy, history, literature, and other humanities fields.
For example, the “History of Science and Technology” course provides a comprehensive understanding of the history, methods and principles of natural sciences, highlighting the importance of scientific spirit in advancing these fields. The “Bioethics” course facilitates discussions on recent advancements in life sciences and medicine and the moral and social issues raised by these developments, guiding students to cultivate an ethic of care, respect for human dignity, and the belief in “technology for good.” This humanities-infused curriculum helps improve students’ communication, expression, and critical thinking skills, enriching their overall humanistic qualities.
Engaging with great minds and sparking intellectual curiosity
To cultivate students’ academic interest and spirit of inquiry, we regularly invite Nobel laureates, academicians, and distinguished alumni to join students in residence for a series of after hour conversations, known as “Wendao,” “Lundao,” and “Wudao.” To enhance learning outcomes, the college is developing small-group seminar rooms, shifting traditional lectures to after-class study and using class time for interactive discussions. Interdisciplinary seminars foster intellectual exchange, creating a vibrant learning environment.
Furthermore, our Zhiyuan-Institute of Natural Sciences (ZY-INS) colloquium series, with over 270 sessions, where experts from various fields share insights and engage in discussions with students. These diverse academic exchanges broaden students’ perspectives, deepen cross-disciplinary connections, and foster innovative thinking. This comprehensive education system not only strengthens students’ academic capabilities but also enriches their humanistic qualities, laying a solid foundation for them to become well-rounded future leaders in science and technology.
To better support students, the college has built a network of faculty, program directors, and leaders within the student residence, creating a close-knit community of learners and mentors. Regular meetings foster collaboration, allowing both students and faculty to grow together. This support system aims to develop top-notch talent with strong academics, broad perspectives, and a sense of responsibility, driving their overall growth.
Challenges in developing the One Science integrated curriculum system
Through the implementation of the One Science integrated curriculum system, the college has gradually developed a new talent cultivation model that is “student-centered, combining in-class and extracurricular activities, integrating teaching and research, and blending scientific literacy with humanistic values.” Based on the results of the current pilot phase, the One Science curriculum reform has shown promising outcomes, receiving strong support from faculty and widespread praise from students. However, the process of reform and development faces some challenges that require a forward-looking approach, addressing each issue through a “pilot and explore” strategy.
Course design complexity
When building the One Science integrated curriculum, it is crucial to strike a balance across disciplines, covering fundamental concepts without redundant overlap. For instance, thermodynamics and quantum mechanics concepts in physics and chemistry are similar but differ in depth, requiring careful course design to address these differences. This ensures that students grasp core knowledge across fields while developing interdisciplinary application skills.
Coordinating interdisciplinary teaching resources
The One Science curriculum system requires the integration of interdisciplinary teaching resources, with the interdisciplinary vision and collaborative teaching skills of faculty being particularly crucial. Currently, most faculty members focus on their respective fields and lack a broader perspective, making it difficult to effectively integrate interdisciplinary knowledge. Therefore, enhancing teachers’ interdisciplinary understanding and collaboration skills is a key focus in the development of the curriculum. Meanwhile, textbook development must transcend single-discipline frameworks to create cohesive, interrelated interdisciplinary materials that promote systematic thinking for students. These initiatives will aid students in gaining a comprehensive understanding and applying knowledge across disciplines.
Student comprehension and application challenges
The varied thinking approaches and complexity levels of different subjects can present significant challenges for students in understanding and applying integrated content. Particularly when addressing interdisciplinary problems, students may find adaptation challenging, leading to confusion. Additionally, students often lack training in integrating knowledge from multiple fields, which can make it difficult for them to apply it seamlessly in real-world scenarios. These challenges necessitate clear guidance within course design to help students gradually develop a holistic, interdisciplinary mindset.
In summary, disciplinary barriers and integration difficulties are core challenges in building the One Science integrated curriculum system, encompassing thinking approaches, course design, teaching resources, and student adaptability. The pilot program has already achieved notable results, earning strong support from instructors and broad approval from students.
At this stage, curriculum reform has entered a “deep-water zone,” requiring advancements in teaching methods, curriculum structure optimization, and promoting cross-disciplinary integration. Throughout this reform, it is crucial to adhere to the philosophy of “piloting while exploring.” This may involve progressively building new courses that emphasize cross-disciplinary integration, updating existing textbooks for the integrated model, and establishing incentive mechanisms that encourage interdisciplinary research-oriented faculty to create innovative, integrated teaching materials.
Outlook
As global education continues to evolve, interdisciplinary education has become a significant trend, particularly with the expansion of STEM education (Science, Technology, Engineering, and Mathematics), which has intensified the need for cross-disciplinary integration. STEM education not only prepares students to adapt to the rapidly changing social and technological landscape but is also increasingly oriented towards cultivating innovative talent with AI-oriented engineering thinking. In this context, the One Science integrated curriculum system shares numerous commonalities with STEM education, particularly in the lateral expansion of interdisciplinary knowledge. Drawing on diverse practices from STEM education in U.S. institutions [11], and aligning with the requirements for cultivating top-notch talent, this paper presents the following outlook on the future development of the One Science curriculum reform.
Establishing an interdisciplinary assessment system
The curriculum should implement a multi-dimensional assessment system that evaluates not only students’ academic knowledge but also their progress in innovation, critical thinking, and problem-solving skills. It is particularly recommended to incorporate project-based learning outcomes in assessments, encouraging students to apply their knowledge in real-world contexts. STEM education provides an exemplary model by focusing on real-world problem-solving to enhance students’ comprehensive abilities. Diverse assessment methods, such as project assignments, oral presentations, and peer reviews, are suggested to offer a holistic view of student progress. Additionally, given rapid technological developments, curriculum content should be dynamically updated to reflect the latest research and technological advances, ensuring the curriculum remains forward-thinking and practical. Flexibility in the curriculum design is essential to cater to varied learning paces and interests, motivating students to delve deeper into relevant knowledge areas through self-directed exploration.
Enhance interdisciplinary training for faculty
Faculty are key to implementing an integrated curriculum, so enhancing their interdisciplinary teaching skills is crucial. Organizing interdisciplinary workshops, seminars, and training sessions can improve teachers’ cross-disciplinary teaching capabilities. Faculty should also be encouraged to participate in interdisciplinary research projects and collaborate with experts from various fields, broadening their knowledge base and teaching methods. Policy support should be provided to establish teaching teams across natural sciences, engineering, humanities, and social sciences, with appropriate incentives offered to lead instructors. Regular interdisciplinary forums should be held to foster communication and exchange between faculty members from different disciplines, allowing them to jointly explore curriculum integration approaches, reach consensus, and share experiences, thereby advancing the development of a new integrated curriculum system.
Enhancing student initiative and practical skills
The One Science integrated curriculum should stimulate students’ curiosity and desire to explore by designing problem-based learning projects and experiments, encouraging active and independent engagement in learning. The curriculum should incorporate the instructors’ ongoing research, offering students opportunities for internships and involvement in research projects. By allowing students to learn and grow through hands-on problem-solving, this will cultivate their practical skills and innovation mindset, thus enhancing their comprehensive capabilities and ability to meet the future demands of society.
Blending virtual and real worlds to create innovative educational resources
The integration of virtual reality (VR) technology into education is creating high-quality educational resources that merge modern technology with traditional teaching methods. In practical education, we emphasize the combination of modern educational technology with traditional teaching, providing students with a blended virtual and real-world learning environment. This approach allows students to engage deeply in both real and virtual research projects. This blended teaching model not only enhances students’ ability to apply knowledge across fields but also strengthens their skills in addressing complex real-world problems. Through such innovative practical education, students not only improve their independent analysis and research abilities but also experience significant improvements in teamwork and communication abilities.
Long-term impact on student outcomes
Since its implementation in 2022, “One Science” has launched 12 integrated basic discipline courses. The cumulative number of students selecting these courses has reached 692. Approximately 44 % of the courses have received the highest teaching evaluation grade A, which is above the average level. This indicates the high satisfaction and recognition of the students towards the courses. In the long term, “One Science” equips students with the adaptability and resilience required for rapidly evolving fields by cultivating their creativity, critical thinking, and a solid interdisciplinary foundation. Through the study of integrated basic discipline courses, students not only acquire solid mathematical and physical knowledge but also possess interdisciplinary professional knowledge reserves and critical thinking. They have a versatile skill set that makes them invaluable in interdisciplinary fields, well preparing them for research in cutting-edge areas such as artificial intelligence -driven healthcare and sustainable development.
Embracing technological innovation: “AI+” empowering the integrated curriculum system
Amid the wave of technological innovation, artificial intelligence (AI) serves as a golden key, opening new pathways for cultivating top talent in fundamental sciences [12]. Positioning the One Science integrated curriculum as an application of “AI + Higher Education” to empower talent cultivation is a crucial direction to enhance the curriculum’s innovation and effectiveness. Intelligent technologies can support teaching and learning by, for instance, using AI to construct knowledge maps and personalized learning paths, facilitating cross-disciplinary integration and innovative practices, clarifying the relationships and hierarchies among various disciplines, and helping instructors design course structures more precisely. Additionally, AI can guide students to better understand and apply interdisciplinary knowledge. Establishing virtual interdisciplinary research rooms with virtual mentors, intelligent assistants, and high-fidelity experimental environments can break down spatial and disciplinary boundaries, promote collaboration and resource sharing among faculty and students, empower personalized training of top talent, and enhance interdisciplinary thinking and global competitiveness.
Conclusions
The One Science integrated curriculum system not only theoretically emphasizes the necessity of disciplinary integration but also explores specific pathways for practical implementation. Through an in-depth discussion, this paper outlines the 2030 One Science integrated curriculum system, which breaks down disciplinary boundaries while balancing knowledge breadth and depth. This system enlists scientists with cross-disciplinary research backgrounds, a commitment to the integrated education concept, and rich teaching experience to help students build interdisciplinary research thinking skills. Additionally, Zhiyuan College serves as a platform for cultivating students’ all-round abilities in moral, intellectual, physical, aesthetic, and labor aspects. The integrated curriculum reform for the Biomedical Science major has been in place since 2022, and the college will continue to identify and address issues as they arise, striving to develop an optimal path for integrated curriculum reform suited to China’s educational context, contributing to the cultivation of internationally competitive, innovative top-notch talents.
Funding source: China National Pilot Plan 2.0 in Basic Disciplines Foundation
Award Identifier / Grant number: Project number: 20231004
Acknowledgments
The authors thank Professor Xiaokui Guo for his significant suggestions and assistance throughout in writing this manuscript.
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Research ethics: Not applicable.
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Informed consent: Not applicable.
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Author contributions: The authors have accepted responsibility for the entire content of this manuscript and approved its submission. Linmin Pan and Yabei Gu wrote this manuscript. Feng He put forward many suggestions for the conceptualization of this manuscript. All authors revised the manuscript and approved the final version of the manuscript.
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Conflict of interest: The authors state no conflict of interest.
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Use of Large Language Models, AI and Machine Learning Tools: None declared
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Research funding: This work was supported by the China National Pilot Plan 2.0 in Basic Disciplines Foundation (Project number: 20231004).
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Data availability: Not applicable.
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