Interdisciplinary Education Research Articles

Development of Bio-Economics and Training Highly-Qualified HR in Russian Regions

Bibliographic and bibliometric analyses showed a serious growth in the number of investigations on bio-economics in 2016–2023. It was pointed out that for bio-economics development we need not only the generation of effective bio-technologies but also their translation – knowledge proliferation. Traditionally these functions are realized mainly through system of personnel training, which gives an opportunity to train highly-qualified workers capable of maintaining effectiveness of production forces at the advanced level. In view of this the present article compiled a sample of 36 Russian universities by ‘Bio-technology and bio-engineering’ and ‘Ecology’ ratings. In addition 10 more universities were included by ‘Economics’ rating. The entry of each university was fixed for subsequent visualization by cartography in order to find regions of prospective development of inter-disciplinary and convergent education programs. Later on a broader sample of leading home universities research was conducted on education programs aimed at training qualified personnel for developing ecologic bio-technologies based on new knowledge. Findings of the research demonstrate that Russia has got prospects for effective development of bioeconomics based on ecologic bio-technologies.

A personal exploration of oral health in Parkinson's disease through the eyes of a multifaceted authority.

Parkinson's disease (PD) poses a range of challenges, including oral health issues, that significantly impact the patient's quality of life. Despite growing awareness of PD, oral health receives limited attention. To shed light on this matter, this personal scoping review explores the perspectives of Professor K.G. Raphael, who is both a professional and a PD patient, on various aspects of oral health in PD. Through semi-structured interviews, Prof. Raphael shares her insights on the complexities of oral health as a PD patient to compose an agenda for oral health care, research, and education, for PD patients. She emphasises the importance of interdisciplinary collaboration and education. Additionally, Prof. Raphael identifies crucial research areas, such as exploring the role of the oral microbiome and assessing the impact of exercise on oral health in PD. This study resulted in agendas to improve oral health care, research and education, advocating for a holistic approach to enhance PD patients' well-being. Despite its limitations, this study highlights the imperative of integrating oral health into the broader management of PD, emphasising interdisciplinary collaboration and patient empowerment.

Exploring Decision-Making Competence in Sugar-Substitute Choices: A Cross-Disciplinary Investigation among Chemistry and Sports and Health Students

Exploring Decision-Making Competence in Sugar-Substitute Choices: A Cross-Disciplinary Investigation among Chemistry and Sports and Health Students

Bridging the gap: bioinspired robotics as catalyst for interdisciplinary education

IntroductionIn contemporary educational philosophy, constructivist and constructionist theories emphasize active knowledge construction among learners. These paradigms advocate for learners as active participants, engaging in knowledge creation through interaction and experience. Problem-Based Learning (PBL) exemplifies these principles by placing students at the center of hands-on challenges that foster critical thinking and collaborative problem-solving. This study explores the integration of these educational theories through an innovative pedagogical framework, focusing on the development of bioinspired robotics.MethodsIn a six-stage educational process at Tecnológico de Monterrey, 24 undergraduates were immersed in bioinspired robotics through workshops on animal biomechanics, soft robotics, and neuroscience. Organized into four teams, students designed robots for wildlife observation and search and rescue. The curriculum integrated theoretical lectures, hands-on training, and practical applications, emphasizing interdisciplinary collaboration and real-world problem-solving. This approach blended traditional education with innovative, project-based learning tailored to local and ecological challenges.ResultsThe culmination of this initiative was marked by the creation of functional robotic prototypes, underscoring the effectiveness of the interdisciplinary approach. Post-project evaluations revealed marked enhancements in students' proficiency in both sciences and engineering. Furthermore, there was a pronounced strengthening of students' conviction regarding the importance of integrating bioinspired principles into engineering education.DiscussionThe study advocates merging traditional knowledge with modern technological innovation and bioinspiration to enhance learning outcomes. This integrated approach boosts analytical reasoning and scientific skills while also fostering empathy and emotional literacy, preparing students as holistic thinkers and versatile innovators. Combining biology, robotics, and education offers significant benefits, providing insights for educators and policymakers to equip students for future challenges. There is a strong consensus on the value of incorporating biological principles into engineering education, signaling a shift toward innovative, interdisciplinary curricula that enhance technical and broader cognitive skills.

The difficult discussion on the deactivation of implantable cardioverter devices at the end of life: a systematic review.

Implantable cardioverter defibrillators (ICDs) reliably prevent death due to life-threatening arrhythmias; this may become less relevant in people with more severe heart failure who are reaching the end of life (EOL). This review aimed to explore the ICD deactivation process and identify ethical issues, especially around the initiation of relevant discussions among professionals and patients. Available literature was reviewed using four electronic databases to identify issues that may deter healthcare professionals from having important deactivation discussions and to address considerations for ICD management prior to the EOL. The search resulted in the retainment of 12 studies. Three themes emerged from the data: barriers and facilitators, ethical considerations in clinical practice, and nurse's role. Lack of knowledge, which has been associated with cultural differences, has been found among the barriers, and interdisciplinary education and open communication appeared as facilitators. As clinicians' ethical considerations and fears emerged from the literature, nurses' special role has not been sufficiently supported. Complex care requires facilitation by multidisciplinary teams and education around the device's function regarding EOL issues. Establishing expert consensus statements on advance care planning might help define the distinct roles of each healthcare practitioner involved. Further research is needed in addressing the identified gaps.

Interdisciplinary learning combining engravings and poems by teachers in initial training

Interdisciplinary is proposed to address a technologic knowledge-based society. This research employs quantitative methodology to analyze the perception of an integrated interdisciplinary practice involving engraving and poetry among 63 teachers in initial training. The goal is to identify correlations between age, gender, and the three dimensions of interdisciplinary. We infer a moderate positive correlation between age and the perception of skills, and a weak correlation with the perception of knowledge and interdisciplinary attitude dimensions, yielding results. This research aligns with the stance in favor of interdisciplinary education, advocating for its importance from pre-university to university levels, as a preparation for students to tackle complexity.

Assessing the impact of Medical Education's Innovation & Entrepreneurship Program in China

ObjectiveA growing number of clinical undergraduates are chosen to enter institutions for higher education biotechnology and industry workforce, though most need more laboratory experience training and business practice. Innovation and Entrepreneurship Program (I&E Program) can benefit from biological experiment and commercialization training largely absent from standard clinical medical educational curricula. Our study investigates the impact and status of the I&E Program in enhancing medical students’ research and entrepreneurial abilities and provides recommendations for improving this program.MethodsA cross-sectional study was applied by delivering a questionnaire to survey medical students from Central South University who participated in the I&E Program. The questionnaire consisted of three parts: basic information, the impact of the I&E Program on medical students’ research and entrepreneurial abilities, and attitudes and recommendations regarding the I&E Program.ResultsMany students participating in the I&E Program have received competition awards and improved their academic experience, article writing, and application patents. Their research-related abilities have been enhanced, including in-lab techniques, theoretical research skills, data analysis knowledge, clinical research skills, experimental research skills, entrepreneurship, data analysis ability, teamwork, and communication. While 73.93% of students express satisfaction with the I&E Program, there are still several areas of improvement, including more robust practical components, increased support, and enhanced teamwork.ConclusionThe scale of the I&E Program is rapidly expanding to address scientific research or business skills needed by college students in the new era. However, more programs still need to be discontinued during their further study. The I&E Program significantly enhances research abilities and fosters confidence in their study. This analysis emphasizes the importance of research-oriented and interdisciplinary education for students’ holistic development in medical schools compared with formal medical education.

The Impact of the Advances in Labour and Risk Management (ALARM) Course on Learners’ Perceptions of their Own and Others’ Professions

Background: Simulation-based training in emergencies is beneficial for all professionals who work in obstetrics. However, managing obstetric emergencies requires both technical and non-technical skills such as teamwork. Interprofessional education (IPE) offers an effective strategy for learning competencies in collaboration and teamwork. The Advances in Labour and Risk Management (ALARM) course offers a platform for simulated training in obstetric emergencies and has been offered for learners in maternity care at our university for the past five years. Objective: The aim of the project was to explore the impact of interprofessional learning during the ALARM course on the attitudes and perceptions of learners in maternity care. Methods: A two-part questionnaire was administered to midwifery students and to family medicine and obstetric residents before and after the ALARM course. The questionnaire incorporated the Interdisciplinary Educational Perception Scale (IEPS) and open-ended qualitative responses. Results: Despite openness to and awareness of the importance of collaboration for patient care demonstrated in the qualitative analysis, there was a statistically significant difference between learners’ pre- and post-ALARM IEPS scores, indicating more negative perceptions of IPE following the intervention. Conclusion: Learners in maternity care are aware of the need for collaboration in practice. More explicit attention to teamwork and collaboration as a component of the ALARM course would promote development of both technical skills and nontechnical collaborative competencies. This article has been peer reviewed.

Enhancing Interdisciplinary English Learning: A Systematic Review of the HyFlex Model's Strategies, Challenges, and Implications

This systematic review offers a thorough analysis of the existing research on the utilization of the HyFlex (Hybrid-Flexible) learning model in interdisciplinary English courses. Drawing insights from 24 empirical studies published from 2008 to 2023, the review aims to showcase successful tactics for enhancing the HyFlex methodology while pinpointing notable deficiencies in its integration within the context of interdisciplinary English education. The review reveals promising strategies, such as leveraging peer interactions, utilizing authentic assessments, and implementing discipline-specific guidelines. However, it also uncovers critical gaps, including insufficient research on the model's effectiveness, a lack of frameworks for assessing higher-order skills, and challenges in facilitating meaningful discourse across modes. The review further highlights the need for more robust faculty training, consistent institutional support, and greater accessibility and inclusiveness for diverse student populations. To address these gaps, the review recommends the development of comprehensive assessment frameworks, investment in faculty training, integration of work-integrated learning, and implementation of blended synchronous approaches. By addressing these areas, the HyFlex model can be optimized to create more inclusive, flexible, and effective learning environments for students in interdisciplinary English courses. This review provides a solid foundation for understanding the current research landscape and identifies key areas for future development, offering valuable insights for educators, policymakers, and researchers seeking to enhance student engagement and learning outcomes.

Cross-cultural instructional design: A framework for multilingual and interdisciplinary education

This review paper presents a comprehensive framework for cross-cultural instructional design, aiming to seamlessly integrate multilingual education with interdisciplinary teaching approaches. With globalization fostering diverse classroom demographics, educators face the challenge of creating inclusive learning environments that cater to students from various cultural and linguistic backgrounds. Recognizing the importance of addressing cultural and linguistic diversity in education, this framework explores strategies for curriculum designers to incorporate these elements into lesson plans and learning materials effectively. Drawing upon insights from both the humanities and STEM fields, the review elucidates how educators can harness cultural and linguistic diversity to enrich students' learning experiences. By infusing cross-cultural perspectives into educational content, curriculum designers can foster critical thinking, creativity, and global awareness among learners. The paper emphasizes the inherent benefits of exposing students to diverse cultural viewpoints, thereby promoting a more holistic understanding of the subject matter. Furthermore, the review discusses best practices for creating culturally responsive educational content that resonates with learners from diverse backgrounds. It advocates for the development of instructional materials that not only accommodate linguistic variations but also celebrate cultural nuances. Through the incorporation of authentic cultural artifacts, texts, and examples, educators can cultivate a deeper appreciation for cultural diversity while enhancing students' engagement and learning outcomes. Overall, this review underscores the significance of adopting a cross-cultural instructional design framework in contemporary education. By embracing cultural and linguistic diversity as integral components of the learning process, educators can empower students to navigate an increasingly interconnected world with sensitivity, empathy, and proficiency. This framework serves as a roadmap for educators seeking to create inclusive learning environments that foster cross-cultural understanding and collaboration. Keywords: Cross-Cultural, Instructional Design, Multilingual Education, Interdisciplinary Approaches, Cultural Diversity, Linguistic Diversity.

Effectiveness of interdisciplinary teacher teams among English teachers in public secondary schools in Jolo

This descriptive-comparative study assessed the effectiveness of interdisciplinary teacher teams among English teachers in public secondary schools in Jolo during school year 2023-2024. One hundred (n=100) samples were taken through non-probability sampling method, quota sampling, among selected public secondary schools in Jolo, Sulu, Philippines. A modified questionnaire was used to elicit the perceptions of English teachers regarding the effectiveness of implementing interdisciplinary teacher teams in public secondary schools. English teachers believed that the interdisciplinary teacher teams among secondary schools was very effective in Instructional Practices, Student Orientation, Team Organization, and Team Structures. Findings also noted significant difference on the perceptions of English teachers regarding the effectiveness of interdisciplinary teacher teams in Team Organization. The study highlighted the positive impact of interdisciplinary approaches on student engagement and achievement. Interdisciplinary teacher teams offered opportunities for professional growth and development. Educators had the opportunity to expand their knowledge base, develop their teaching practices, and gain insights into alternative instructional approaches through collaboration with colleagues from different disciplines. Educational institutions can support this professional development by providing resources, incentives, and recognition for interdisciplinary collaboration.

An Empirical Study of Cultivating Innovative Practice Abilities in an Interdisciplinary Education Environment in Australia

Interdisciplinary education is increasingly recognized for its potential to cultivate innovative practice abilities essential for addressing complex, real-world challenges. This empirical study investigates the impact of interdisciplinary education on the development of innovative skills among students in Australian higher education institutions. Utilizing a mixed-methods approach, the study combines quantitative data from surveys with qualitative insights from interviews, focus groups, and case studies. The findings reveal that interdisciplinary education significantly enhances skills such as creative problem-solving, collaboration, critical thinking, and adaptability. Institutional support, effective teaching methods, and high levels of student engagement are identified as critical factors influencing the success of interdisciplinary programs. Despite the benefits, challenges such as institutional resistance, curriculum integration difficulties, and resource constraints are highlighted. The study’s implications for educators, administrators, and policymakers include the need for increased investment in interdisciplinary resources, adoption of active learning strategies, and fostering industry partnerships. These findings contribute to the body of knowledge on interdisciplinary education and provide actionable recommendations to enhance its effectiveness in cultivating innovative practices.

Assessment style in interdisciplinary education – challenges in creating equitable assessment opportunities

ABSTRACT Interdisciplinary education has become increasingly prominent in the higher education landscape over the past several decades. However, it is unclear if interdisciplinary learning environments offer students an equitable learning opportunity. This research paper examines the performance of 435 undergraduate students from different disciplinary backgrounds who enrolled in and completed two interdisciplinary project-based courses. The results of this study indicate that different assessment styles in interdisciplinary courses tend to benefit students from certain disciplines while disadvantaging others. This paper goes on to consider this problem from an equity perspective, cautions educators to consider the challenges, and encourages inclusive assessment design to ensure students are presented with equal opportunity in interdisciplinary learning environments. This paper offers a substantive contribution to the field by highlighting a need for more research on inclusive assessments in interdisciplinary education.

Interdisciplinary teaching strategy of multimodal data fusion in college aesthetic education curriculum using intelligence methods

In China, aesthetic education at the college level is essential for students’ quality because it improves their understanding of art, helps them progress in their professional career development, and helps them comprehend more fully the attractiveness of creative creations. As a result, it needs to prioritize aesthetic education at the institution and endeavor to nurture students’ feelings progressively and improve their aesthetic abilities at different levels. Artificial intelligence (AI) is used in this project to create a novel, interdisciplinary teaching technique that will maximize students’ artistic and intellectual potential and help them make more, better art. In this research, the Osprey Optimization method improves the interdisciplinary teaching technique for aesthetic education based on a light Exclusive gradient-boosting mechanism (OOM-LEGBM). The exploration-exploitation dynamics of the OOM are incorporated into LEGBM, providing the students with a tangible and relatable technique to understand complex-solving processes. This research develops an enhanced quality framework for college aesthetic education based on the multi-model data fusion system about the implication and necessity of aesthetic education. The influence of college aesthetic education on students’ creative capacity and artistic literacy was investigated to inform instructional activities better to develop students’ aesthetic skills. The experimental findings suggest that the proposed approach achieved an improved accuracy of 99.90%, higher precision of 99.88%, and greater recall of 99.91%. Moreover, it obtained a minimum Root Mean Square Error (RMSE) of 0.26% and a lower Mean Absolute Error (MAE) of 0.34%, showing that the suggested model greatly improved preference learning accuracy while keeping overall accuracy at an identical level. Innovation capacity building in college aesthetic education can help students become more self-aware, improve their study habits, visually literate, and more comprehensive.

Cross-cultural instructional design: A framework for multilingual and interdisciplinary education

This review paper presents a comprehensive framework for cross-cultural instructional design, aiming to seamlessly integrate multilingual education with interdisciplinary teaching approaches. With globalization fostering diverse classroom demographics, educators face the challenge of creating inclusive learning environments that cater to students from various cultural and linguistic backgrounds. Recognizing the importance of addressing cultural and linguistic diversity in education, this framework explores strategies for curriculum designers to incorporate these elements into lesson plans and learning materials effectively. Drawing upon insights from both the humanities and STEM fields, the review elucidates how educators can harness cultural and linguistic diversity to enrich students' learning experiences. By infusing cross-cultural perspectives into educational content, curriculum designers can foster critical thinking, creativity, and global awareness among learners. The paper emphasizes the inherent benefits of exposing students to diverse cultural viewpoints, thereby promoting a more holistic understanding of the subject matter. Furthermore, the review discusses best practices for creating culturally responsive educational content that resonates with learners from diverse backgrounds. It advocates for the development of instructional materials that not only accommodate linguistic variations but also celebrate cultural nuances. Through the incorporation of authentic cultural artifacts, texts, and examples, educators can cultivate a deeper appreciation for cultural diversity while enhancing students' engagement and learning outcomes. Overall, this review underscores the significance of adopting a cross-cultural instructional design framework in contemporary education. By embracing cultural and linguistic diversity as integral components of the learning process, educators can empower students to navigate an increasingly interconnected world with sensitivity, empathy, and proficiency. This framework serves as a roadmap for educators seeking to create inclusive learning environments that foster cross-cultural understanding and collaboration.

From silos to synergy in STEM education: Promoting interdisciplinary STEM education to enhance the science achievement of students with learning disabilities

Recent studies have posited that K-12 science, technology, engineering, and mathematics (STEM) education should go beyond traditional subject silos and take an interdisciplinary approach that integrates these core subjects into a cohesive curriculum to foster authentic problem-solving skills. The purpose of this study was to field test one of five proposed packages of interdisciplinary STEM lessons to examine its feasibility for further revisions of lesson development. The study employed a piecewise linear growth model to examine growth patterns of students’ science vocabulary acquisition and contextualized problem-solving skills during a 40-week observation period. Results showed that all students with learning disabilities ( N = 9) made significant knowledge gains in these two areas and maintained them for a long term—two and four weeks post intervention. Our findings are encouraging and provide initial evidence for effective lesson design to support STEM education for students with learning disabilities.

Enhancing Postgraduate Academic Writing Skills Through Course Reform: An Action Research Study

This action research study investigated the effectiveness of an academic English writing course reform for postgraduate students in science and technology disciplines at a Chinese university. The reform integrated interdisciplinary teaching approaches, genre-based pedagogy, collaborative learning, and AI-assisted writing tools to enhance students' academic writing skills, engagement, and satisfaction. A mixed-methods approach was employed, including pre- and post-tests, student surveys, interviews, and writing samples. The results showed significant improvements in students' overall writing performance, particularly in the dimensions of organization and language use. Comparative analyses across disciplines revealed the universality of the interdisciplinary teaching approach in promoting students' mastery of academic writing conventions and professional terminology. The integration of AI-assisted writing tools, while offering potential benefits, also highlighted challenges that require careful consideration and management. The study provides valuable pedagogical implications, emphasizing the adoption of an interdisciplinary, genre-based teaching approach, systematic teacher training in innovative pedagogies, judicious incorporation of AI-assisted writing tools, and ongoing, multidimensional writing assessment and feedback. Future research directions are proposed, including longitudinal studies, comparative analyses of AI-assisted writing tools, ethnographic explorations of writer and instructor identities, design-based research on innovative writing curricula, and cross-cultural investigations of the transferability of teaching reform measures. This study contributes to the advancement of academic writing instruction in postgraduate education and offers insights into the effective integration of technology and pedagogy in English for Academic Purposes.

The Influence of English Interdisciplinary Teaching to the Results of English Study in Primary School

Nowadays, the demand for comprehensive talents is more and more urgent in recent society, while traditional subject teaching narrows the way to cultivate multiple talents. Separate subject teaching ignores the integrity of knowledge, making students learn scattered knowledge and not think from different points. One subject teaching, which means teachers only master the knowledge and skills in his or her subject field, is not conducive to the complete development of students. This study takes 500 fourth-grade primary school students in Linyi Dongxing Experimental School as the research objects, conducts a case study through a questionnaire method to explore the relevance between English interdisciplinary teaching and the results of English study as well as how the implementation of English interdisciplinary subject teaching influences English learning outcomes in the process of second language acquisition for fourth-grade primary school students. Descriptive analysis and Chi-square test are involved in this study to collect the data. The research shows that interdisciplinary English teaching in primary schools has a positive influence on English learning outcomes. Students improve their different English abilities during the implementation of interdisciplinary English teaching, such as abilities in reading, speaking, listening and writing as well as other abilities, such as painting, music, etc. This study is conducive to the development and implementation of English interdisciplinary teaching in primary school education and the improvement of students' core literacy and can provide other authors with some help and suggestions to promote the future development of this field.

Enhancing Teachers’ Interdisciplinary Professional Development through Teacher Design Teams: Exploring Facilitating Conditions and Sustainability

Teachers in secondary vocational education face challenges in interdisciplinary teaching due to their traditional teacher education within specific subject domains. Collaborative efforts—like those implemented in Teacher Design Teams (TDTs)—can prepare and support teachers for interdisciplinary teaching. Research has demonstrated the factors determining the effectiveness of TDTs. However, it is noted that the sustainable continuation of TDTs remains uncertain over the years. This research investigates the conditions that facilitate the sustainability of TDTs within the context of interdisciplinary teaching. Over the course of three school years, this qualitative study monitored 14 teachers participating in four TDTs within the context of an interdisciplinary vocational education course. During the initial two school years, the TDTs received external support from the main researcher, transitioning to an autonomous operation in the third school year. A yearly interview with each participating teacher and meeting reports were collected and analysed with thematic analysis. One of the main findings reveals that while the internal coach contributes to supporting TDTs’ progress, the support of the school leader is particularly crucial for sustainability. Although this study focused on school-based TDTs, it underscores the importance of support from outside the school for TDTs’ sustainability.

Interdisciplinary Art Learning Through Artistic Digital Game-Based Learning (DGBL): Evaluating Learning Outcomes and Processes Among Science and Engineering Students

The field of interdisciplinary art education, particularly through digital game-based learning, lacks empirical research on the art learning process and the competencies gained along the process. To address this research gap, this study collects data through experiment and post-experiment interviews from 20 science and engineering college students who participated in a 1-month digital game-based art learning program. The findings reveal three learning process cycles involved during art educational digital gameplay, namely the game action cycle, the experiential learning process cycle, and the game response cycle. Throughout the three process cycles, 29 learning outcomes were identified based on students’ gameplay experiences. These outcomes are then categorized into three themes, including enhanced self-management, enhanced learning experience, and refinement of proprioceptive competencies. Overall, this study highlights the digital learning process in the context of interdisciplinary art education and emphasizes the importance of valuing the outcomes gained from digital game-based learning in art education.