Interdisciplinary collaboration for sustainability among students with different disciplinary backgrounds: a scoping review

Abstract

This paper offers a scoping review of the educational approaches adopted to cultivate interdisciplinary processes in higher education courses and modules concerned with sustainability among students with disciplinary backgrounds. Twenty-two empirical peer-reviewed studies published from 2018–2023 were included and synthesised in the study. The findings revealed a range of pedagogical models and categories of learning activities, learning outcomes and curricula approaches, supporting student-centred patterns. Assessment practices were less clear. The findings pave the way for emerging discussions around how to realise education for sustainable development in the future.