Based on research by Anne Algers and Linda Bradley, University of Gothenburg, Sweden

Higher education is undergoing a period of profound transformation, driven by the need to address contemporary complex societal challenges that transcend disciplinary and national boundaries. As universities adapt to these changes, collaboration across disciplines has emerged as a powerful tool for enriching both teaching and learning. In a recent study, Anne Algers and Linda Bradley from the University of Gothenburg, Sweden, investigate how university teachers are increasingly embracing interdisciplinary mentorship and open knowledge sharing, and how these practices are helping students become more engaged, thoughtful contributors to academic and societal progress.

The study highlights how societal developments, such as digitalisation and globalisation, are reshaping higher education institutions. While digital tools have made it easier to share knowledge beyond traditional boundaries, they also raise concerns about isolating learners in increasingly individualistic environments. Nevertheless, university teachers appear willing to adapt, often seeking out transformative, not merely incremental, changes in the way they teach and mentor students. This openness to change suggests a paradigm shift within academic culture, where sharing is no longer an optional practice but a necessity for progress.

One of the key findings is that teachers from different disciplines are beginning to recognise the value of collaborative spaces, so-called "trading zones", where ideas and pedagogical perspectives can be exchanged. These zones, including professional development courses in teaching and learning, enable academics to articulate their often implicit views on knowledge and instruction. By developing a shared language across disciplines, teachers not only refine their own approaches but also empower students to become more active participants in the learning process.

Although disciplinary differences in teaching methods persist, the study found that teachers often share common assumptions about the purposes of education. Many reported combining lectures with student-centred learning activities, reflecting a balanced approach that values both knowledge acquisition and participatory learning. This suggests that higher education is moving toward more blended models that bridge traditional and contemporary pedagogical approaches.

Importantly, the research also points to a growing desire among academics to break down boundaries, not just within universities, but also between universities and wider society. Teachers described a range of strategies for opening up their work, from interdisciplinary research collaborations to involving students in knowledge production. Some even reported changes in classroom dynamics, where students are encouraged to question assumptions and contribute to the shaping of course content. This shift reflects a broader educational ideal: that learning is most powerful when it is collaborative, reflective, and capable of challenging established norms.

However, the study also reveals challenges that need to be addressed. Not all disciplines are equally open to sharing, especially when ethical concerns around data confidentiality are at play. There is also variation in how open-access publishing is adopted, with fields such as medicine leading the way while others remain cautious. Moreover, the availability of institutional resources such as funding for collaborative initiatives and time allocated for peer exchange can significantly impact the feasibility of sustained interdisciplinary work.

Another limitation noted by the researchers is that the study focused solely on the perspectives of university teachers, many of whom may already have a strong interest in pedagogy. As a result, the findings may not represent the broader teaching population, nor do they account for the student perspective. Future studies could explore how students from different disciplinary backgrounds perceive collaboration and what role they believe they should play in shaping the academic environment.

Despite these challenges, the study offers a hopeful vision for the future of higher education. Teachers increasingly see themselves as co-creators of knowledge, working alongside students and colleagues across disciplinary divides. They recognise that open sharing and collaborative learning are not just beneficial, they are essential for ensuring that universities remain relevant and credible in an ever-changing world.

To truly harness the benefits of interdisciplinary mentorship, universities must support these initiatives at a structural level. This includes investing in professional development, encouraging open-access publication, and fostering institutional cultures that value collaboration over competition. With the right support, trading zones can flourish, creating spaces where educators and students work together to develop the knowledge, skills and ethical foundations required to meet contemporary challenges.

In a time of global uncertainty and rapid change, higher education must not only respond to external pressures but also reimagine its internal practices. By embracing interdisciplinary mentorship and promoting a culture of sharing, universities can help students become more engaged, informed and prepared for the complexities of modern life. The transformation may not be easy, but as this study suggests, it is both possible and well underway.