Abstract

In the context of higher education's ongoing transition toward integrative learning and interdisciplinary competence development, Vietnamese Studies has emerged as a promising field for the application of interdisciplinary teaching approaches. This paper aims to examine the enabling conditions, opportunities, and institutional barriers in the implementation of interdisciplinary pedagogies in Vietnamese Studies programs across Vietnam. Drawing on document analysis of curriculum frameworks and semi-structured interviews with ten faculty members from three major universities, the study highlights that interdisciplinary teaching enhances students’ knowledge integration, practical relevance, and systems thinking. However, the adoption of this approach remains constrained by rigid program structures, insufficient interdisciplinary teaching capacity, and administrative-academic policies that hinder curricular innovation. The paper proposes several solutions, including the professional development of multi-disciplinary teaching staff, the redesign of curriculum content around thematic integration, and the creation of more flexible academic policies to support interdisciplinary program models within the Vietnamese higher education context.