Challenges of Interdisciplinarity in the Common Curricular Framework for Upper Secondary Education (MCCEMS) Through Community-Based Projects in the New Mexican School

Abstract

The implementation of the Common Curricular Framework for Upper Secondary Education (MCCEMS) within the New Mexican School promotes interdisciplinarity and collaborative teaching through community-based school projects. This study analyzes the main challenges involved in consolidating these strategies at CETMAR No. 18. The research was conducted using a qualitative approach during the 2025–2026 school year, supported by document analysis (including the review of projects, questionnaires, forms, and assessment instruments) and the systematization of experiences related to sustainability, comprehensive health, and community engagement through interviews with teachers, students, and parents. The findings reveal challenges associated with resistance to pedagogical change, limited teacher training in interdisciplinary methodologies, and difficulties in collaborative planning. Additionally, community-based projects were found to strengthen meaningful learning, student participation, and the connection between the school and its social environment. The study concludes that interdisciplinarity represents a fundamental strategy for enhancing comprehensive education and addressing current challenges in upper secondary education.