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

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.