The CDIO Initiative aims to equip the next generation of engineers with relevant knowledge, skills, and attitudes. As an educational framework, it still resides largely within the purview of engineering education. However, because it employs active learning tools such as group work and project-based learning, the applicability to curricula and programs outside of the engineering field has become a topic of discussion. In general, benefits of employing the CDIO approach include stronger connections to professional contexts, enhanced programme development and quality assurance, and a higher commitment to the continuous improvement of educational quality. This paper surveys the application of CDIO to one such non-engineering educational environment at a private university in Japan. We review the rationale behind the university’s joining the CDIO Initiative, outline four non-engineering adaptations of CDIO standards, and highlight several changes in curriculum design using the CDIO self-evaluation rubric. Implications for future modifications based on these outcomes are also discussed.
