In the process of competencies-oriented educational reform, interdisciplinary teaching has become a key path to bridge the gap between disciplinary knowledge and realistic problems. Information technology courses, involving multiple disciplines, naturally possess the advantages of interdisciplinary teaching. Based on this, the paper took interdisciplinary teaching faced for information technology courses as the entry point and adopted the method of systematic literature review to sort out 83 related studies on interdisciplinary teaching of information technology courses, exploring which core concerns should be paid attention to the implementation process of interdisciplinary teaching faced for information technology courses. And the core concerns of the two first-level dimensions of knowledge and skills as well as emotional attitudes were analyzed. It was found in this paper that core concerns of interdisciplinary teaching in information technology courses in terms of knowledge and skills as well as emotional attitudes have both changed. In response, interdisciplinary teaching in information technology courses needed to make corresponding adjustments in aspects such as the transformation of training objectives, the upgrading of activity design, the shift in learning support, and the reconstruction of learning spaces, and achieve the co-evolution of the above core dimensions. Based on the above findings, this paper proposed practical improvement paths for interdisciplinary teaching in information technology courses, with the aim of providing guidance for front-line information technology teachers to carry out interdisciplinary teaching, offering educators a more focused and valuable research perspective, and providing references for regional and school teaching and research departments to conduct interdisciplinary teaching.