Innovative interdisciplinary pedagogical approaches to enhance students' learning experiences and to benefit them in their future development.

Bremner, Pauline A.M.; Air, Carol

Abstract

This study adds to the existing body of knowledge on the benefits to learners of using an interdisciplinary design thinking (DT) pedagogical approach, taking the form of a micro credential with an extracurricular workshop. This interpretivist research examined opinion via nine semi-structured interviews with learners who had participated in a workshop. The interviews focussed on demographic information, learning strategies, workshop interdisciplinary benefits and being taught via DT. The recorded interviews and transcriptions were analysed via NVivo and content analysis. The results are themed into development opportunities, future learning, making meaning and sense, and practical application of knowledge and skills reflection for the students. The DT pedagogy worked well for the students, who confirmed university learning should be this way, adding to the debate on embedding engaging interdisciplinary methods to embed entrepreneurship and innovation in the curriculum. The research is original as the use of DT has added value to the students' development and mindset. Developing graduates this way benefits the local and national economy, as the reach of graduates' transferability makes them fit for the future.

Citation

BREMNER, P.A.M. and AIR, C. 2025. Innovative interdisciplinary pedagogical approaches to enhance students' learning experiences and to benefit them in their future development. Journal of applied research in higher education [online], 17(1), pages 150-162. Available from: https://doi.org/10.1108/JARHE-07-2023-0290

• Journal Article Type: Article
• Acceptance Date: Oct 21, 2023
• Online Publication Date: Nov 17, 2023
• Publication Date: Jan 17, 2025
• Deposit Date: Nov 20, 2023
• Publicly Available Date: Nov 20, 2023
• Journal: Journal of applied research in higher education
• Print ISSN: 1758-1184
• Electronic ISSN: 2050-7003
• Publisher: Emerald
• Peer Reviewed: Peer Reviewed
• Volume: 17
• Issue: 1
• Pages: 150-162
• DOI: https://doi.org/10.1108/jarhe-07-2023-0290
• Keywords: Interdisciplinary learning; Undergraduate students; Pedagogy; Graduate employability; Innovation; Interdisciplinarity; Wicked problems; Employability
• Public URL: https://rgu-repository.worktribe.com/output/2147267