Introduction
There is a gap in the interdisciplinary nature of education in polytechnic universities (Bespalov et al., 2020; Collins et al., 2015; Moiseev et al., 2020). The analysis of existing regulatory documents in the field of higher education reveals that scientific and technological progress is mainly achieved through interdisciplinary studies (Xu et al., 2022). The need for reforms in polytechnic training emphasizes the importance of the practical application of knowledge and developing skills for successful teamwork (Vellamo et al., 2019). However, quantitative comparisons and interviews suggest that students participating in interdisciplinary programs do not necessarily have better interdisciplinary abilities than students in single-discipline studies (McPeek & Morthland, 2013). This may be due to factors such as lack of motivation, prior experience, and the influence of individual traits. The social responsibility of universities to solve complex problems requires increased structural interdisciplinarity, but there is debate on how disciplinary boundaries should be transgressed in technical education.
Sources
Bespalov, A. E., Agafonova, V. V., & Kozlova, I. V. (2020). Prospects for Polytechnic Education in the Implementation of Applied Educational Programs: International Scientific Conference “Far East Con” (ISCFEC 2020), Vladivostok, Russia. https://doi.org/10.2991/aebmr.k.200312.282
Collins, D. L., Santiago, N. G., Huyke, H., Papadopoulos, C., Vega-Riveros, J. F., Nieves-Rosa, A., Brown, A., Portuondo, R., Cafaro, M., & Landers, M. (2015). Increasing student engagement through the development of interdisciplinary courses: Linking engineering and technology, the sciences, and the humanities. 2015 IEEE Frontiers in Education Conference (FIE), 1–5. https://doi.org/10.1109/FIE.2015.7344171
McPeek, K. T., & Morthland, L. M. (2013). The Collaborative Gap: A Case Study of Interdisciplinary Design Education. In Handbook of Research on Didactic Strategies and Technologies for Education: Incorporating Advancements. IGI Global. https://doi.org/10.4018/978-1-4666-2122-0
Moiseev, V. V., Karelina, E. A., Kirova, I. V., & Karelina, M. Yu. (2020). Organization of Educational Process in Conditions of Modern Polytechnic Education Development. In D. B. Solovev, V. V. Savaley, A. T. Bekker, & V. I. Petukhov (Eds.), Proceeding of the International Science and Technology Conference “FarEastСon 2019” (Vol. 172, pp. 69–77). Springer Singapore. https://doi.org/10.1007/978-981-15-2244-4_5
Vellamo, T., Pekkola, E., & Siekkinen, T. (2019). Technical Education in Jeopardy? Assessing the Interdisciplinary Faculty Structure in a University Merger. In M. P. Sørensen, L. Geschwind, J. Kekäle, & R. Pinheiro (Eds.), The Responsible University (pp. 203–232). Springer International Publishing. https://doi.org/10.1007/978-3-030-25646-3_8
Xu, C., Wu, C.-F., Xu, D.-D., Lu, W.-Q., & Wang, K.-Y. (2022). Challenges to Student Interdisciplinary Learning Effectiveness: An Empirical Case Study. Journal of Intelligence, 10(4), 88. https://doi.org/10.3390/jintelligence10040088