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Envisioning and Interpreting Interdisciplinary Engineering Education (IEE): Different Dimensions of Understanding Interdisciplinarity

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Title: Envisioning and Interpreting Interdisciplinary Engineering Education (IEE): Different Dimensions of Understanding Interdisciplinarity
Language: English
Authors: Xin Ming (ORCID 0000-0003-1101-0629), Miles MacLeod (ORCID 0000-0002-6346-545X), Mieke Boon (ORCID 0000-0003-2492-2854), Jan van der Veen (ORCID 0000-0001-5196-6591)
Source: European Journal of Engineering Education. 2026 51(2):220-240.
Availability: Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 21
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Descriptors: Interdisciplinary Approach, Engineering Education, Specialization, Alignment (Education), Cultural Context, Skill Development, Communication Skills, Teamwork, Epistemology, Self Concept
DOI: 10.1080/03043797.2025.2534646
ISSN: 0304-3797
1469-5898
Abstract: Interdisciplinary engineering education (IEE), gaining importance given complex socio-technical problems beyond conventional disciplinary boundaries, also undergoes inconsistencies and ambiguities. In this paper, we inductively identify and document the plurality of conceptualisations of interdisciplinarity, which emerge from 22 interviews with engineering educators and engineers in practice. Clustered in three themes, nine dimensions offer a broad scope to capture the distinct yet interconnected ways through which actors perceive interdisciplinarity. The first theme unpacks interdisciplinarity as capacities: form of knowledge integration; scope of content; generic skills; epistemic virtue; and addressing differences beyond disciplines. The second theme conceptualises interdisciplinarity as identity, which especially reveals tensions reconciling specialism and generalism. The third theme frames interdisciplinarity as three-folded institutional practices: micro-level pedagogical choices; meso-level organisational alignments; and macro-level cultural contexts. These dimensions reflect the complexity of practical interpretations in IEE and offer ways to compare different interpretations of interdisciplinarity and make more explicit and informed choices.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1503093
Database: ERIC
FullText Text:
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  Data: Envisioning and Interpreting Interdisciplinary Engineering Education (IEE): Different Dimensions of Understanding Interdisciplinarity
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  Data: <searchLink fieldCode="AR" term="%22Xin+Ming%22">Xin Ming</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1101-0629">0000-0003-1101-0629</externalLink>)<br /><searchLink fieldCode="AR" term="%22Miles+MacLeod%22">Miles MacLeod</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6346-545X">0000-0002-6346-545X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Mieke+Boon%22">Mieke Boon</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2492-2854">0000-0003-2492-2854</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jan+van+der+Veen%22">Jan van der Veen</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5196-6591">0000-0001-5196-6591</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22European+Journal+of+Engineering+Education%22"><i>European Journal of Engineering Education</i></searchLink>. 2026 51(2):220-240.
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  Data: Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: <searchLink fieldCode="DE" term="%22Interdisciplinary+Approach%22">Interdisciplinary Approach</searchLink><br /><searchLink fieldCode="DE" term="%22Engineering+Education%22">Engineering Education</searchLink><br /><searchLink fieldCode="DE" term="%22Specialization%22">Specialization</searchLink><br /><searchLink fieldCode="DE" term="%22Alignment+%28Education%29%22">Alignment (Education)</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Context%22">Cultural Context</searchLink><br /><searchLink fieldCode="DE" term="%22Skill+Development%22">Skill Development</searchLink><br /><searchLink fieldCode="DE" term="%22Communication+Skills%22">Communication Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Teamwork%22">Teamwork</searchLink><br /><searchLink fieldCode="DE" term="%22Epistemology%22">Epistemology</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Concept%22">Self Concept</searchLink>
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  Data: 0304-3797<br />1469-5898
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  Data: Interdisciplinary engineering education (IEE), gaining importance given complex socio-technical problems beyond conventional disciplinary boundaries, also undergoes inconsistencies and ambiguities. In this paper, we inductively identify and document the plurality of conceptualisations of interdisciplinarity, which emerge from 22 interviews with engineering educators and engineers in practice. Clustered in three themes, nine dimensions offer a broad scope to capture the distinct yet interconnected ways through which actors perceive interdisciplinarity. The first theme unpacks interdisciplinarity as capacities: form of knowledge integration; scope of content; generic skills; epistemic virtue; and addressing differences beyond disciplines. The second theme conceptualises interdisciplinarity as identity, which especially reveals tensions reconciling specialism and generalism. The third theme frames interdisciplinarity as three-folded institutional practices: micro-level pedagogical choices; meso-level organisational alignments; and macro-level cultural contexts. These dimensions reflect the complexity of practical interpretations in IEE and offer ways to compare different interpretations of interdisciplinarity and make more explicit and informed choices.
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      – SubjectFull: Specialization
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