This paper explores the integration of transdisciplinary curricula into undergraduate education, a rising trend as universities prepare graduates to tackle complex societal issues. The study centers on the University of Hong Kong’s Common Core as a case study for implementing a sustainable transdisciplinary curriculum within traditional educational frameworks. 

We utilise theories from Gilles Deleuze and Félix Guattari, specifically concepts of assemblages, territorialisation, and refrains, to analyse the methodology for how such curricula can be dynamically and flexibly institutionalised. Key findings highlight the role of the enunciatory core in expanding the transdisciplinary assemblage, emphasising the importance of engagement from various university stakeholders including leaders, students, faculties, and external parties. Additionally, the study points to the significance of thematically integrated courses along with adequate funding, space, and resources to support these initiatives.

The research advocates for an adaptable model that encourages active participation from faculty, students, and administrators and takes advantage of disciplinary specialisations. This model supports a creative and infrastructural platform that accommodates both human and non-human elements, fostering a holistic educational approach.

Ultimately, the insights from this study serve as a valuable reference for other institutions seeking to make curricular and institutional adaptations in response to the evolving educational demands posed by global challenges and supercomplexity.