Science

Interdisciplinarity on the curriculum—teachers hold different views on what students should learn

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Briefings

A study of 18 teachers from three universities in Sweden, Finland, and Denmark reveals significant disagreement among educators about the definition and goals of interdisciplinary education. The research was conducted in 2026 and published in the Journal of Engineering Education, highlighting that the term 'interdisciplinary' is interpreted differently across institutions.

Key points

• Researchers interviewed 18 teachers from Chalmers University of Technology, Aalto University, and Aalborg University in Sweden, Finland, and Denmark.
• The study was published in the Journal of Engineering Education in November 2026.

Context

Interdisciplinary education is increasingly recognized as necessary for complex global challenges like climate change and energy transitions. However, the specific pedagogical approaches and learning objectives vary widely between institutions, creating a fragmented landscape for students.

Limitations

The study covers only three specific universities in three countries and relies on interviews with 18 teachers. It does not provide data on student outcomes, curriculum implementation details, or long-term impacts on student learning.

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