Affiliation:
1. Department of Product and Media Design, Fo Guang University, Yilan 26247, Taiwan
2. School of Education, Huanggang Normal University, Huanggang 438000, China
3. Department of Applied Informatics, Fo Guang University, Yilan 26247, Taiwan
Abstract
This study explores the implementation of an interdisciplinary curriculum in product and media design education and its impact on knowledge innovation and competency development. The curriculum is based on scaffolding theory, incorporating design proposals, workshops, digital design, marketing tests, and marketing activities guided by teachers and mentors from a branded ceramic workshop. The research findings demonstrate that the interdisciplinary curriculum facilitates knowledge innovation and fosters the development of students’ professional skills, creativity, and problem-solving skills. The study also highlights the importance of stable scaffolding, including artefact-, peer-, and teacher support, which significantly contributes to cultivating transformational competencies, as outlined in the 2030 OECD Learning Compass. Additionally, the collaboration with Shanshing Four Seasons Celadon Studio on a patented ceramic product, “Funny Monkey”, is a tangible example of the journey towards a triple-helix knowledge economy. This research underscores the importance of interdisciplinary curricula in promoting knowledge innovation and integrating transformational competencies in education. Scaffolding theory provides practical guidance for student learning and teaching strategies, presenting a sustainable roadmap for developing interdisciplinary curricula and offering a concrete and transferable pedagogical prototype for educational innovation.
Funder
National Science and Technology Council, ROC
Ministry of Education of Taiwan
Huanggang Normal University, China
Subject
Management, Monitoring, Policy and Law,Renewable Energy, Sustainability and the Environment,Geography, Planning and Development,Building and Construction
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