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 |
| 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 |
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