Interdisciplinarity is a buzzword in the zeitgeist, yet the concept remains elusive. Despite its frequent use in academic and professional discourses, the practical application and clear definition of intra-, multi-, cross-, inter-, and transdisciplinary approaches within fields like CS are often ambiguous. We provide Klein’s taxonomy to clarify the various modes of Disciplinary Integration (DI), addressing a conceptual gap. Furthermore, We investigated, through a qualitative case study design with six participants, how undergraduate Computer Science (CS) students enrolled in additional non-CS programs perceive DI, addressing an empirical gap. This poster aims to inform CS educators and curriculum developers about the DI modes and students’ perspectives. Also, to promote further discussion on creating pathways beyond traditional boundaries to broaden participation.

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