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How Students Experience and Perceive Interdisciplinary Collaboration: Implications for Scaffolding Interdisciplinary Learning Processes

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Title: How Students Experience and Perceive Interdisciplinary Collaboration: Implications for Scaffolding Interdisciplinary Learning Processes
Language: English
Authors: Anna Augusta Fornø (ORCID 0009-0004-1445-3622), Sara Grex (ORCID 0000-0003-1611-2499), Hanne Løje (ORCID 0000-0003-3843-451X)
Source: European Journal of Engineering Education. 2026 51(2):266-283.
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: 18
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, Undergraduate Students, Engineering Education, Interdisciplinary Approach, Teamwork, Cooperation, Scaffolding (Teaching Technique), Student Experience, Courses, Science and Society, Problem Solving, Peer Relationship, Interpersonal Communication, Partnerships in Education, Learning Activities
Geographic Terms: Denmark
DOI: 10.1080/03043797.2025.2543773
ISSN: 0304-3797
1469-5898
Abstract: The integration of interdisciplinarity in engineering education is rapidly advancing, acknowledging the need for future engineers to be able to collaborate across disciplines to develop solutions to complex, societal challenges. Due to the complexities of interdisciplinary collaboration, engineering students often struggle with these processes. Here, we investigate how students perceive and experience interdisciplinary collaborations and what implications this may have for scaffolding interdisciplinary learning processes. We find six important themes regarding how students perceive and experience interdisciplinary teamwork: (1) Establishing common ground for constructive collaboration, (2) Communication is key to handling conflicts, (3) The case sets the stage for (disciplinary) participation, (4) Collaborations with external partners shape the project, (5) Attitudes towards the course change over time, and (6) Students' self-reported interdisciplinary learning gains. From these, we derive implications for scaffolding interdisciplinary learning processes, underlining the importance of supporting the teamwork process, particularly in the early stages.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1503096
Database: ERIC
FullText Text:
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  Data: How Students Experience and Perceive Interdisciplinary Collaboration: Implications for Scaffolding Interdisciplinary Learning Processes
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  Data: <searchLink fieldCode="AR" term="%22Anna+Augusta+Fornø%22">Anna Augusta Fornø</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0004-1445-3622">0009-0004-1445-3622</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sara+Grex%22">Sara Grex</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1611-2499">0000-0003-1611-2499</externalLink>)<br /><searchLink fieldCode="AR" term="%22Hanne+Løje%22">Hanne Løje</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3843-451X">0000-0003-3843-451X</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):266-283.
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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: Y
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  Data: 18
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Engineering+Education%22">Engineering Education</searchLink><br /><searchLink fieldCode="DE" term="%22Interdisciplinary+Approach%22">Interdisciplinary Approach</searchLink><br /><searchLink fieldCode="DE" term="%22Teamwork%22">Teamwork</searchLink><br /><searchLink fieldCode="DE" term="%22Cooperation%22">Cooperation</searchLink><br /><searchLink fieldCode="DE" term="%22Scaffolding+%28Teaching+Technique%29%22">Scaffolding (Teaching Technique)</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Experience%22">Student Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Courses%22">Courses</searchLink><br /><searchLink fieldCode="DE" term="%22Science+and+Society%22">Science and Society</searchLink><br /><searchLink fieldCode="DE" term="%22Problem+Solving%22">Problem Solving</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+Relationship%22">Peer Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Interpersonal+Communication%22">Interpersonal Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Partnerships+in+Education%22">Partnerships in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Activities%22">Learning Activities</searchLink>
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  Data: 10.1080/03043797.2025.2543773
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  Data: 0304-3797<br />1469-5898
– Name: Abstract
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  Data: The integration of interdisciplinarity in engineering education is rapidly advancing, acknowledging the need for future engineers to be able to collaborate across disciplines to develop solutions to complex, societal challenges. Due to the complexities of interdisciplinary collaboration, engineering students often struggle with these processes. Here, we investigate how students perceive and experience interdisciplinary collaborations and what implications this may have for scaffolding interdisciplinary learning processes. We find six important themes regarding how students perceive and experience interdisciplinary teamwork: (1) Establishing common ground for constructive collaboration, (2) Communication is key to handling conflicts, (3) The case sets the stage for (disciplinary) participation, (4) Collaborations with external partners shape the project, (5) Attitudes towards the course change over time, and (6) Students' self-reported interdisciplinary learning gains. From these, we derive implications for scaffolding interdisciplinary learning processes, underlining the importance of supporting the teamwork process, particularly in the early stages.
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  Data: 2026
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  Data: EJ1503096
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Undergraduate Students
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      – SubjectFull: Engineering Education
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      – SubjectFull: Peer Relationship
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