Breaking Boundaries: Exploring Engineering Faculty Perceptions of Transdisciplinary STEM Education

Abstract

This research paper explores the perceptions of engineering faculty about transdisciplinary STEM education. The importance of transdisciplinary STEM education, where disciplinary boundaries dissolve, comes from the authenticity of learning when STEM is taught with real-world, ill-defined, wicked problems. Where students find relevant and authentic solutions when learning by navigating between STEM disciplines as well as other disciplines. The researcher interviewed four engineering faculty from three different engineering departments in this paper. The data shows that the faculty’s understandings of transdisciplinary STEM education are related to the specific fields of engineering. Civil engineering and architecture faculty use an integrative STEM approach in several levels of integration in their teaching and research. While faculty from the electrical engineering department, use less integrative approaches in teaching and research, boundaries are more solid and present. The justification behind the different levels of integrations, according to the data, is the nature of the courses taught, and the nature of the field of engineering. This research will contribute to growing research related to the transdisciplinarity of STEM education and its importance in delivering authentic, relevant, and sustainable learning experiences to students at all levels of education.



Author Information
Hebah Alamr, Prince Mohammad bin Fahd University, Saudi Arabia

Paper Information
Conference: ECE2024
Stream: Interdisciplinary

This paper is part of the ECE2024 Conference Proceedings (View)
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To cite this article:
Alamr H. (2024) Breaking Boundaries: Exploring Engineering Faculty Perceptions of Transdisciplinary STEM Education ISSN: 2188-1162 The European Conference on Education 2024: Official Conference Proceedings (pp. 351-358) https://doi.org/10.22492/issn.2188-1162.2024.28
To link to this article: https://doi.org/10.22492/issn.2188-1162.2024.28


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Posted by James Alexander Gordon