Abstract Student engagement plays an important role in realising the potential of interdisciplinary learning in monodisciplinary higher education, in which developing interdisciplinary student collaboration has proved challenging. A necessary first step to further discussions around cultivating and supporting disciplinary student engagement in interdisciplinary higher education is to map the landscape of higher education research on student engagement within this content. This article reports on a scoping review of the vast body of empirical research literature. Based on a corpus of 80 included studies published between 2018 and 2023, the study depicts a research field predominantly undertaken within European and North American countries and involving students within STEM disciplines. Studies most often used mixed methods, followed by qualitative methods and quantitative methods. None of the included studies defined student engagement. More often, student engagement was subsumed to other theoretical frameworks adopted. Stemming from the use of engagement and the dimensions of students' experience explored, behavioural and cognitive dimensions of engagement were most often identified, followed by affective engagement. Implications and further directions are discussed. Context and implications Rationale for this study : Student engagement is central to interdisciplinary student collaboration, the facilitation of which is a key concern and challenge of education. This paper aims to map approaches to student engagement adopted by the research field. Why the new findings matter : In support of meaningful discussions on what engaging in interdisciplinary collaboration requires and involves on the student's part, this study provides a synthesis of current approaches to student engagement within research into interdisciplinary collaboration among monodisciplinary students. Implications for research and practice : The study paves the way for a more understanding of students' investments and expectations towards students in interdisciplinary education.
Stenalt et al. (Sat,) studied this question.