Abstract
Over the past decade we have seen a global increase in interdisciplinary sustainability degrees. These degrees are relatively understudied due to their recent emergence. To better understand the challenges and benefits of this type of coursework and learning experience, we must explore students’ perspectives. Rarely explored from the student viewpoint are: (1) highly interdisciplinary instruction that transcends more than four disciplines; (2) the potential effect of students’ incoming disciplinary background. This case study seized an opportunity to gain insights and perceptions from students across very diverse backgrounds within a shared interdisciplinary program. We surveyed 61 students enrolled in a highly interdisciplinary degree (Master of Environment and Sustainability; Monash University, Melbourne, Australia) and compared responses of students from STEMM, non-STEMM and mixed incoming degrees. Students’ specific disciplinary backgrounds were diverse, including physical sciences, engineering, marketing, business, fashion, law and education. We used a mixed methods approach to analyze survey data. The dominant perceived benefits of interdisciplinary training reported were: (1) career relevance; (2) expanded knowledge and perspectives of sustainability issues; (3) confidence in envisioning sustainability solutions. The main perceived challenges reported were potential confusion from rapidly upskilling into new domains and disciplinary jargon. Interestingly, respondents in this case study viewed these challenges as an authentic reflection of professional sustainability practice rather than a pedagogical issue. In line with this, students showed a preference for pedagogical approaches that simulated real world scenarios and developed career skills. Disciplinary background did not generally influence students’ views. All students identified similar challenges, benefits and pedagogical preferences, with one difference. Students from mixed prior degrees and non-STEMM disciplines showed a possible trend towards valuing cross-disciplinary teamwork more than those from STEMM backgrounds. Overall, our findings suggest that the diverse student cohort within the highly interdisciplinary sustainability program of this case study generally viewed this mode of education as beneficial, career-relevant and accessible. This case study may additionally encourage interdisciplinary educators from other fields, such as health professions, to also include more diverse domains and student cohorts in their programs.
Highlights
Higher education has evolved from traditional siloed monodisciplinary approaches towards more interdisciplinary instructional styles that synthesize knowledge, perspectives and values across curricula domains [1]
As expected from a self-selected cohort, all respondents in this case study agreed that interdisciplinary sustainability education is valuable and beneficial (100% agreement; n = 61)
Of the 228 open responses to survey items on the benefits of interdisciplinary education, three general themed perceptions emerged across responses from all incoming backgrounds, namely: (1) career relevance, including cross-sector communication and collaboration skills (38%; n = 86); (2) cognitive benefits including expanded worldviews, knowledge acquisition and diversification as well as critical thinking (30%); (3) confidence in envisioning innovative solutions to address complex issues (29%; Table 1)
Summary
Higher education has evolved from traditional siloed monodisciplinary approaches towards more interdisciplinary instructional styles that synthesize knowledge, perspectives and values across curricula domains [1]. This case study focused on interdisciplinary coursework in a sustainability education context. An interdisciplinary approach lends itself to the multifocal examination of complex and intractable issues, such as climate change and water security. It is solution-focused, encouraging students to address complex social problems [6]. The main aim of this case study is to explore students’ perspectives to better understand the accessibility, experiences and perceptions of interdisciplinary coursework to diverse learners in a sustainability context. Environmental and sustainability education have become some of the most well recognized interdisciplinary instructional fields today [9]
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
