Conceptual review uncovers theoretical challenges in interdisciplinary learning across K-12 and higher education, highlighting the promise of ecological perspectives.
Key Points
Interdisciplinary learning remains significantly undertheorized despite growing adoption across educational systems, requiring new models for complex disciplinary engagement.
Theoretical analysis introduces ecological perspectives to capture heterogeneous learning practices, examining how students navigate knowledge across and beyond disciplines.
Insights from the learning sciences offer robust design principles and research foundations to overcome methodological challenges inherent in interdisciplinary teaching.