Interdisciplinary Problem-Based Learning—A Student-Centered Pedagogy to Teach Social Sustainable Development in Higher Education

Abstract

This article presents a pilot project at Hamburg University addressing challenges of social sustainability to students of Psychology, Economics, and Business Administration. Especially developed for teaching sustainability, Interdisciplinary Problem-based Learning (iPBL) is a student-centered pedagogy, combining two different teaching methods: Problem-based Learning and Interdisciplinary Learning. Fostering a multi-perspective approach to highly complex problems like corruption, health inequality, and social inequity, students work in interdisciplinary teams consisting of 8 to 10 members. After reading the problem, they follow 8 steps to identify solution approaches: (1) clarification of terms and concepts throughout the disciplines, (2) formulation of an interdisciplinary problem statement, (3) brainstorming about monodisciplinary theories, models and methods related to the problem, (4) classification and structuring of brainstorming by identifying possible connections and discrepancies throughout the disciplines, (5) formulation of interdisciplinary learning objectives, (6) self-study by reading papers across disciplines, (7) interdisciplinary post-discussion, and (8) formulation of an integrative team statement. In each team, students assign roles (discussion leader, team member and secretary). Additionally, each team is supported by a tutor. While promoting interdisciplinary thinking to develop innovative solutions, iPBL is designed to enhance understanding of and competence in social sustainability.