Abstract:

Interdisciplinarity integrates concepts across multiple domains, acting as an essential driver for innovation in fields like science and engineering. However, interdisciplinary education presents additional and unique difficulties compared to those of unidisciplinary teaching and learning. Some of these obstacles relate to selecting topics and models for a balanced interdisciplinary program. Based on qualitative data collected from pre-service teachers, the study explores these difficulties and offers recommendations to mitigate them. The examples in the article are taken from the fields of science and engineering at the secondary and tertiary levels. Nevertheless, the proposed approach is also valid in other areas of knowledge.

Keywords:

Interdisciplinary education, STEM education, secondary level, tertiary level.