STUDENT PERCEPTIONS AND CHALLENGES IN MULTIDISCIPLINARY COURSES

Abstract

Multidisciplinary education has emerged as a transformative force in modern higher education, aiming to prepare students for the complexities of contemporary global challenges. By integrating knowledge from multiple academic disciplines, such courses promote critical thinking, problem-solving, and adaptability—skills that are highly valued in the evolving workforce. However, despite the theoretical benefits, students often report mixed experiences when enrolled in multidisciplinary programs. While some appreciate the broadened perspectives and real-world relevance, others struggle with issues such as cognitive overload, mismatched assessment criteria, lack of foundational knowledge in secondary disciplines, and difficulties in group collaboration. This chapter explores these dichotomies by analyzing student perceptions and highlighting both the opportunities and challenges associated with multidisciplinary learning. Drawing from empirical studies, institutional reports, and case-based examples, the chapter presents a balanced narrative of how students navigate this educational framework. It further examines the pedagogical, curricular, and structural factors that influence student satisfaction and learning outcomes. Recommendations for improving course design, faculty collaboration, and student support services are also discussed. Understanding these elements is crucial for educators and policymakers aiming to implement effective and inclusive multidisciplinary programs.