Abstract:

Interdisciplinarity is a space of activity for innovative education leaders that integrates multidisciplinary awareness and experience. In a multi-layered social reality education leader have to make decisions that respond to expectations, values and policies of different identity groups. Therefore, they should be able to analyse complex situations from different perspectives and synthesize complex solutions. In this context educational studies are undergoing essential transformations: from the narratives about education radically reversed into the practicing of ill-structured problems solving in heterogeneous groups. Thus, problem-based learning (PBL) has already been scientifically analysed not as a novelty but as a routine study activity. According to the data from the in-depth interview, this micro-level analysis aims at answering the question how student-student interactions in shared interdisciplinary space manifest in the PBL. The study reveals both the diversity of inclusion in the PBL process and the exclusion from the PBL process as well as the diversity of immersion into a shared interdisciplinary space. Furthermore, practising interdisciplinarity in the PBL involves student's interpersonal and intrapersonal learning and removes the boundaries between the interdisciplinary learning space and real life.

Keywords:

Problem-based learning, shared interdisciplinary space, interdisciplinary learning, higher education.