In this article, we aim to identify and explore possibilities and challenges of academic interdisciplinary capacities and ethos. The objective is that this knowledge could be used both in future interdisciplinary research projects and in educational settings. We achieve this through self-reflective learning processes among a group of interdisciplinary scholars from four distinctly different subjects. The method used is an autoethnographic and empirical self-reflective approach to data collection, analysis and deconstruction of professional learning processes. This also serves to establish research methodological trustworthiness and authenticity. The results show that interdisciplinarity is undervalued by grant-giving institutions and the academic system, in general. It also entails time-consuming and risky research practices. However, interdisciplinary and collaborative research creates a more innovative and stimulating learning environment and enforces new ways of thinking and doing, in ascertaining each individual’s knowledge and competences. We argue that a long-term interdisciplinary and collaborative research process could enhance and raise a critical thinking and creative consciousness among scholars, contributing to a more holistic, sustainable and socially robust learning in research and higher education. Finally, we conclude that this academic interdisciplinary capacity and ethos could be framed and enhanced by the notion of Challenge-Based Learning.

Higher education institutions (HEIs) have a pivotal role in fulfilling the social dimension of sustainability and contributing to a complex changing society. To meet these challenges, Malmö University has in interdisciplinary groups researched the role of challenge-based learning (CBL) in relation to staff, students, disciplines, and stakeholders. This position paper is based on that work. Malmö University argues that with a CBL approach, HEIs will actively contribute to the building of a sustainable learning society through collaboration in education, research, and innovation. This paper theoretically explores the CBL approach as a collaborative learning exchange within HEIs and society at large. CBL is defined through eight key elements, clustered as entities of three domains: diversity and inclusion, co-creation and collaboration, and change agents and contextual challenges. These are discussed and empirically exemplified with the purpose to support designing, planning, and accomplishing CBL in teaching and learning in HE for a global learning society.