Inspiration From the Classroom: A Mixed Method Case Study of Interdisciplinary Sustainability Learning in Higher Education

Abstract

Within higher education there is widespread support for developing students’ interdisciplinary skills. Despite this, evidence for, and practice of, cross-faculty interdisciplinary sustainability learning remains in its infancy. Recent articles have shown that Australia is no exception. This article provides a case study of interdisciplinary learning and teaching within a cross-faculty Education for Sustainability (EfS) undergraduate subject involving science, arts, business, and health students at an Australian university. A description of the subject and its theoretical context provides a platform for presenting the findings of a mixed method enquiry into how pedagogy supports interdisciplinary sustainability learning. The sequential explanatory research design involved a post-subject quantitative survey analysed using SPSS, augmented by qualitative student journal data (n = 67) using phenomenological analysis within NVivo. The study found that students, regardless of discipline background, valued the processes and pedagogy used to promote interdisciplinary collaboration and awareness. The experience left students feeling more skilled and confident of their ability to contribute to future interdisciplinary sustainability collaboration. This case study, replete with a subject description, theoretical context for an innovative pedagogical approach and study results, provides higher education professionals with a template for deliberative curriculum and pedagogy that promote interdisciplinary knowledge, skills and confidence that may contribute to transformative learning that supports EfS goals. The article presents a strong case for future EfS curriculum frameworks and strategic education policy to include deliberative interdisciplinary pedagogy. It also challenges higher education institutions to create flexible systems that facilitate cross-faculty interdisciplinary learning that is necessary for preparing students for the future.

Students’ Perceptions of Interdisciplinary Coursework: An Australian Case Study of the Master of Environment and Sustainability

“…In general, the results of this case study align with other limited previous research, suggesting that interdisciplinary curricula may be effective and appropriate for highly diverse learners spanning STEMM and non-STEMM [24,32]. Burns [24] explored a similar highly interdisciplinary program, diverse cohort and pedagogical approach to that of the present study.…”

“…These newer programs often meld many disciplines and feature the collaborative co-development of curriculum across diverse educational teams. Most of the existing literature, however, has focused on examining single interdisciplinary units embedded in predominantly monodisciplinary degrees [18,19,32]. It is important, though, to also focus on highly integrated longer duration courses and training since they have been touted as the future of higher education [3].…”

“…The rare studies that have explicitly surveyed interdisciplinary students' perceptions have typically investigated relatively short-term programs, spanning a week to a year [17,34]. These studies often look at secondary [34] or undergraduate contexts [19,24,32,41]. This interdisciplinary training is also typically embedded or "bolted-on" within a larger degree or program and may only integrate two to three disciplines.…”

“…The unique survey used was informed by a range of previous studies and existing survey instruments in the science and sustainability education literature [11,32,33]. The survey was largely based upon a validated and commonly used instrument in interdisciplinary health professions education known as the Readiness for Interprofessional Learning Scale (RIPLS) [45].…”

A Design-Based Learning Approach for Fostering Sustainability Competency in Engineering Education

“…Considering the value-oriented, outcome-motivated nature of sustainability, previous literature [2][3][4][5][6] has established a link between sustainability education and transformative learning. Its basic idea is to motivate change that addresses complex problems involved in the sustainability goals [7]. Strategic and operational decisions are generally taken at the individual level or the team level of individuals.…”