Interdisciplinary Approaches in Engineering Education: Preparing Young Minds for Complex Challenges

Abstract

While interdisciplinary research in STEM (science, technology, engineering and mathematics), first introduced by bacteriologist R. Colwell, is a vital and exciting part of the dynamic landscape of contemporary research, the combination of the arts and the sciences, or STEAM (science, technology, engineering, arts and mathematics), is recognized as pedagogical innovations of the 21st century. The creative industries are considered as intellectual capital and are growing areas of the innovative economy (Melikuzievich, 2024). Bringing together artistic and scientific approaches is not only inspiring innovation, but combining efforts to address the complex challenges that define our time. Integrating artistic methods into research and teaching makes science more accessible by translating scientific concepts into relatable narratives or vivid visuals, resulting in reaching a more diverse audience. Bridging arts education and STEM education also encourages public engagement since it is more open for dialogue and evokes responsiveness and critical thinking (OECD, 2023). These outcomes align perfectly with UNESCO’s “The Global Education 2030 Agenda”, aiming for inclusive education and equity, which underlines the importance of these interdisciplinary approaches (UNESCO, 2019). In this paper even more advantages of combining the arts and the sciences are shown, ranging from increased resourcefulness to the creation of cutting-edge solutions. By spotlighting best practice examples in both teaching and research, it endeavours to provide a comprehensive exploration of the transformative potential that lies at the intersection of artistic expression and scientific inquiry. The goal is to underscore the many benefits and immense potential that STEAM initiatives hold for the advancement of knowledge, education and innovation.