Interdisciplinary Teaching and Learning for Diverse and Sustainable Engineering Education

For several years now, various stakeholders have argued for more interdisciplinarity in engineering education. However, what exactly is meant by that is still debatable. Beginning in the 1970s, a number of schemes have been set up in engineering faculties to practice multi-disciplinary or cross-disciplinary approaches and yet engineering programmes today retain the aura of a purely technical domain. The social content and context of engineering is still not integrated enough and hardly promoted. The majority of study programmes analyzed in the course of the HELENA project have less than 25% non-engineering subjects and the scope of these is mainly limited to management skills.

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