The gap in the interdisciplinary nature of education in polytechnic universities


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.


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