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

Naiara Berasategi, Igone Aróstegui, Joana Jaureguizar, Alaitz Aizpurua, Nagore Guerra and Ana Arribillaga-Iriarte
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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

Sustainability, 2020, vol. 12, issue 18, 1-10

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.

Keywords: case study methodology; cooperative learning; higher education; inclusion; interdisciplinarity (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2020
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (3)

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