Abstract
This study explores the evolution and effectiveness of multidisciplinary education in addressing global challenges of the 21st century, particularly the COVID-19 pandemic and climate change, across three universities: Harvard University (USA), the University of Cape Town (UCT) (South Africa), and Makerere University (Uganda). The research examines how these institutions have integrated interdisciplinary approaches to respond to complex global issues. Data was collected from 35 participants (faculty, students, and administrators) through semi-structured interviews, document analysis, and case studies. The study finds that universities have increasingly adopted interdisciplinary models, with Harvard’s Global Health and Planetary Health programs, UCT’s Global Change Institute, and Makerere’s focus on sustainable development through collaborations in public health, agriculture, and engineering. The research also highlights the critical role of digital tools (AI, big data, and VR) in enhancing interdisciplinary collaboration, especially during the pandemic. Despite challenges such as institutional resistance and resource limitations, these universities have implemented strategies like faculty development programs, cross-departmental initiatives, and international partnerships to overcome barriers. The study concludes that interdisciplinary education is vital for addressing global challenges and provides recommendations to strengthen institutional support, enhance faculty development, leverage technology, adopt alternative assessments, address resource constraints, and encourage curriculum flexibility to foster cross-disciplinary knowledge.
Published Version
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