The Source–Knowledge–Use-Based Interdisciplinary Teaching Framework for Enhancing Sustainability: A Humanities–Science–Technology Model for Fuzzy Mathematics as a Case

Yafeng Yang, Ru Zhang (), Lihong Li and Hongrui Wang
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Yafeng Yang: College of Sciences, North China University of Science and Technology, Tangshan 063210, China
Ru Zhang: College of Sciences, North China University of Science and Technology, Tangshan 063210, China
Lihong Li: College of Sciences, North China University of Science and Technology, Tangshan 063210, China
Hongrui Wang: College of water Science, Beijing Normal University, Beijing 100875, China

Sustainability, 2025, vol. 17, issue 5, 1-14

Abstract: Interdisciplinary teaching is a pivotal strategy for deepening disciplinary theory and broadening students’ cognitive boundaries, crucial for the sustainability of education. By considering scientific knowledge’s humanistic background and technological evolution, this study proposes a novel interdisciplinary teaching framework based on the Source–Knowledge–Use (SKU) paradigm. Then, taking fuzzy mathematics as a case, the Humanities–Science–Technology Model (HSTM), based on a tripartite progression from humanistic foundations to scientific principles and then to technological applications, was established. This study systematically expounds the HSTM’s framework, contents, and implementation design, while critically examining potential challenges and corresponding mitigation strategies. The proposed SKU-based interdisciplinary teaching framework not only provides methodological guidance for interdisciplinary instruction in fuzzy mathematics but also offers transferable insights for cognate disciplines seeking to implement sustainable educational practices.

Keywords: interdisciplinary teaching; Source–Knowledge–Use; Humanities–Science–Technology; sustainability; fuzzy mathematics (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2025
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