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Interdisciplinary Learning at University: Assessment of an Interdisciplinary Experience Based on the Case Study Methodology

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  • Naiara Berasategi

    (Department of Didactic and School Organization, Faculty of Education of Bilbao, University of Basque Country, 48940 Leioa, Spain)

  • Igone Aróstegui

    (Department of Didactic and School Organization, Faculty of Education of Bilbao, University of Basque Country, 48940 Leioa, Spain)

  • Joana Jaureguizar

    (Department of Psychology, Faculty of Education of Bilbao, University of Basque Country, 48940 Leioa, Spain)

  • Alaitz Aizpurua

    (Department of Psychology, Faculty of Psychology of San Sebastian, University of Basque Country, 20018 Donostia, Spain)

  • Nagore Guerra

    (Department of Educational Theory and History, Faculty of Education of Bilbao, University of Basque Country, 48940 Leioa, Spain)

  • Ana Arribillaga-Iriarte

    (Department of Educational Theory and History, Faculty of Education of Bilbao, University of Basque Country, 48940 Leioa, Spain)

Abstract

In the current context, higher education faces the challenge of preparing future professionals to respond to society’s increasingly complex problems. However, the search for solutions means adopting new ways of working that promote multidimensionality through collaboration and an interdisciplinary outlook. In this change of paradigm, universities should work on the development of sustainability education, promoting critical reflection and the necessary skills to generate a change in thinking and real practice for sustainability, through incorporation of methodologies that foster collaborative teaching and working. The main aim of the present study was to design, implement, and assess an experience based on the case study methodology, approached from an interdisciplinary perspective. By designing repeated pretest–posttest measures, we analyzed changes in learning skills linked to interdisciplinarity, such as collaborative work, participation, motivation, and interdisciplinary thinking. The sample comprised 539 university undergraduates from Social Education, Primary Education, and Psychology degree courses. The results confirmed that the methodology used improved interdisciplinary outlook, participation, cooperation, and motivation. The implications of this type of innovative experience for the teaching–learning process of university students are discussed.

Suggested Citation

  • Naiara Berasategi & Igone Aróstegui & Joana Jaureguizar & Alaitz Aizpurua & Nagore Guerra & Ana Arribillaga-Iriarte, 2020. "Interdisciplinary Learning at University: Assessment of an Interdisciplinary Experience Based on the Case Study Methodology," Sustainability, MDPI, vol. 12(18), pages 1-10, September.
    • Handle: RePEc:gam:jsusta:v:12:y:2020:i:18:p:7732-:d:415697
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    References listed on IDEAS

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    1. Rodrigo Lozano & Maria Barreiro-Gen & Francisco J. Lozano & Kaisu Sammalisto, 2019. "Teaching Sustainability in European Higher Education Institutions: Assessing the Connections between Competences and Pedagogical Approaches," Sustainability, MDPI, vol. 11(6), pages 1-17, March.
    2. Harris, Patrick & Riley, Emily & Dawson, Angus & Friel, Sharon & Lawson, Kenny, 2020. "“Stop talking around projects and talk about solutions”: Positioning health within infrastructure policy to achieve the sustainable development goals," Health Policy, Elsevier, vol. 124(6), pages 591-598.
    3. Erica Russell & Jacquetta Lee & Roland Clift, 2018. "Can the SDGs Provide a Basis for Supply Chain Decisions in the Construction Sector?," Sustainability, MDPI, vol. 10(3), pages 1-19, February.
    4. Dominic Villeneuve & David Durán-Rodas & Anthony Ferri & Tobias Kuttler & Julie Magelund & Michael Mögele & Luca Nitschke & Eriketti Servou & Cat Silva, 2019. "What is Interdisciplinarity in Practice? Critical Reflections on Doing Mobility Research in an Intended Interdisciplinary Doctoral Research Group," Sustainability, MDPI, vol. 12(1), pages 1-20, December.
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    Cited by:

    1. Thomas J. Lampoltshammer & Valerie Albrecht & Corinna Raith, 2021. "Teaching Digital Sustainability in Higher Education from a Transdisciplinary Perspective," Sustainability, MDPI, vol. 13(21), pages 1-21, October.
    2. Paula Gabriela Benavidez Lozano & M.ª Alejandra Ávalos-Ramos & Lilyan Vega-Ramírez, 2020. "Interdisciplinary Experience Using Technological Tools in Sport Science," Sustainability, MDPI, vol. 12(23), pages 1-10, November.
    3. Jonas Christensen & Nils Ekelund & Margareta Melin & Pär Widén, 2021. "The Beautiful Risk of Collaborative and Interdisciplinary Research. A Challenging Collaborative and Critical Approach toward Sustainable Learning Processes in Academic Profession," Sustainability, MDPI, vol. 13(9), pages 1-20, April.

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