Interdisciplinary learning and research

In sustainability education, inter- and transdisciplinary teaching alone is not enough – students need to develop the skills to learn in a cross-disciplinary way. Co-creation could be the answer.

STEM curricula in the US don’t often expose students to perspectives on culture, history and power nor equip them with effective community engagement skills. Here, an instructor and students share lessons from designing and teaching an interdisciplinary course that sought to address that gap

Inter- and transdisciplinary teaching is going beyond communities of practice – but it’s still too small to compete with discipline-based professional associations. Here are the questions we should be asking to move forward

With interdisciplinary teaching, we need to focus on the ‘how’ as well as the ‘what’. Focus on these four elements of your course design to create a space where integration and interdisciplinarity can flourish

Interdisciplinarity is an ambitious and rewarding research process, but how realistic can we be in a 10-week module? Here is how to frame the task, structure the process and balance workloads

A foundational pathway that nurtures future leaders in healthcare and scientific innovation produces students who are not only ready for their PhD journey but emerge as skilled professionals and researchers, write Zoltán Benyó and Attila Szijártó

Effectively assessing interdisciplinarity involves encouraging students to ask the right questions and critically evaluating the quality of the knowledge created, explains Simon Scott

Adapting to and collaborating with other professionals is essential in medicine. Here’s how to nurture an interdisciplinary mindset from the very start

Young engineers need interdisciplinary skills more than ever to communicate science clearly, both to inform the public and to protect shared resources such as the environment. Here are lessons from a cross-course project

Why is it important to integrate knowledge and methodologies across disciplines? Catherine Amelink has recommendations to encourage the student engagement needed to address complex, weighty problems