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New Approach and Old Challenges: Challenging Engineering Students' Interdisciplinary Understanding through Interdisciplinary Projects and Resources for Disciplinary Student Groups

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Title: New Approach and Old Challenges: Challenging Engineering Students' Interdisciplinary Understanding through Interdisciplinary Projects and Resources for Disciplinary Student Groups
Language: English
Authors: Veslemøy Berg (ORCID 0000-0001-7255-1897), Patric Wallin (ORCID 0000-0001-6222-8543), Randi Lohne Sjursen, Torstein Bolstad (ORCID 0000-0003-1785-2667)
Source: European Journal of Engineering Education. 2026 51(2):284-302.
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: 19
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, Graduate Students, Teaching Assistants, Masters Programs, Engineering Education, Interdisciplinary Approach, Course Organization, Cooperative Learning, Classroom Communication, Peer Relationship, Student Role, Problem Based Learning, Student Projects, Design, Science and Society
Geographic Terms: Norway
DOI: 10.1080/03043797.2025.2534649
ISSN: 0304-3797
1469-5898
Abstract: Working towards solving society's challenges requires a workforce able to work interdiscipliarily. Here, we explore what factors influence engineering students' strategies when confronted with wicked problems situated within a societal context that requires the integration of technical and non-technical contributions. Specifically, we study an electrical engineering project course where students work on an interdisciplinary problem from an external collaborator. In their work, students are supported by teaching students from a relevant non-engineering study programme. The findings show that student engagement with the interdisciplinary problem and resources is made difficult due to challenges with collaboration, communication, and self-understanding. We analyse these results through the lens of interdisciplinarity and self-authorship, a framework describing the internal epistemological belief system that influences how students make choices, reflect, and become self-regulated. Through this qualitative study, we contribute to the understanding of the students' knowledge process and perspective in an interdisciplinary project-based learning setting.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1503120
Database: ERIC
FullText Text:
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  Data: New Approach and Old Challenges: Challenging Engineering Students' Interdisciplinary Understanding through Interdisciplinary Projects and Resources for Disciplinary Student Groups
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  Data: <searchLink fieldCode="AR" term="%22Veslemøy+Berg%22">Veslemøy Berg</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7255-1897">0000-0001-7255-1897</externalLink>)<br /><searchLink fieldCode="AR" term="%22Patric+Wallin%22">Patric Wallin</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6222-8543">0000-0001-6222-8543</externalLink>)<br /><searchLink fieldCode="AR" term="%22Randi+Lohne+Sjursen%22">Randi Lohne Sjursen</searchLink><br /><searchLink fieldCode="AR" term="%22Torstein+Bolstad%22">Torstein Bolstad</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1785-2667">0000-0003-1785-2667</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):284-302.
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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: 19
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  Data: 2026
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Graduate+Students%22">Graduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Assistants%22">Teaching Assistants</searchLink><br /><searchLink fieldCode="DE" term="%22Masters+Programs%22">Masters Programs</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="%22Course+Organization%22">Course Organization</searchLink><br /><searchLink fieldCode="DE" term="%22Cooperative+Learning%22">Cooperative Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+Communication%22">Classroom Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+Relationship%22">Peer Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Role%22">Student Role</searchLink><br /><searchLink fieldCode="DE" term="%22Problem+Based+Learning%22">Problem Based Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Projects%22">Student Projects</searchLink><br /><searchLink fieldCode="DE" term="%22Design%22">Design</searchLink><br /><searchLink fieldCode="DE" term="%22Science+and+Society%22">Science and Society</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Norway%22">Norway</searchLink>
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  Data: 10.1080/03043797.2025.2534649
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  Data: 0304-3797<br />1469-5898
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  Label: Abstract
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  Data: Working towards solving society's challenges requires a workforce able to work interdiscipliarily. Here, we explore what factors influence engineering students' strategies when confronted with wicked problems situated within a societal context that requires the integration of technical and non-technical contributions. Specifically, we study an electrical engineering project course where students work on an interdisciplinary problem from an external collaborator. In their work, students are supported by teaching students from a relevant non-engineering study programme. The findings show that student engagement with the interdisciplinary problem and resources is made difficult due to challenges with collaboration, communication, and self-understanding. We analyse these results through the lens of interdisciplinarity and self-authorship, a framework describing the internal epistemological belief system that influences how students make choices, reflect, and become self-regulated. Through this qualitative study, we contribute to the understanding of the students' knowledge process and perspective in an interdisciplinary project-based learning setting.
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  Data: 2026
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  Data: EJ1503120
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      – Text: English
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      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Graduate Students
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      – SubjectFull: Teaching Assistants
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      – SubjectFull: Masters Programs
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      – SubjectFull: Engineering Education
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      – SubjectFull: Classroom Communication
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      – SubjectFull: Peer Relationship
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      – SubjectFull: Student Role
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      – SubjectFull: Student Projects
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      – SubjectFull: Norway
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