Navigating pedagogical dilemmas in interdisciplinary education: a reflective practice perspective

Abstract

Interdisciplinary education is increasingly recognized as essential in higher education for addressing complex real-world issues. Although this paradigm shift began in the 20th century, challenges in interdisciplinary pedagogy persist, including classroom preparation, delivery, assessment, and feedback. One significant challenge is disciplinary distance, the disparities between disciplines that hinder effective interdisciplinary teaching and learning. Additionally, the varying degrees of disciplinarity—from intradisciplinary to transdisciplinary—complicate this landscape. Despite interdisciplinary pedagogy's potential to enhance critical thinking and problem-solving, it presents numerous dilemmas. As a graduate teaching assistant, I have faced several such dilemmas. This reflection discusses these interdisciplinary dilemmas and explores epistemological and pedagogical practices to navigate them. Leveraging my experience as a PhD researcher and educator, I examine how teachers with multidisciplinary backgrounds can navigate the complexities of interdisciplinary education.