How to get students interested in interdisciplinary work

Addressing public health crises, climate change and poverty requires collaboration among experts in a range of fields. This is because these multifaceted problems do not adhere to disciplinary boundaries, and neither can their solutions. Universities must rise to the occasion by preparing students to think and act across domains, equipping them with the tools to innovate in contexts where resources are often limited.

Undergraduate students are well suited to interdisciplinary environments. As explorers at the beginning of their academic and professional journeys, they approach problems with curiosity, openness and a sense of idealism that drives them to envision transformative solutions. They are at a point in their lives where they are more open to experimentation and the pursuit of novel ideas. Furthermore, they have not yet been confined by the conventions of a single discipline, allowing them to engage flexibly with concepts from multiple fields. 

Making interdisciplinarity work

For interdisciplinary work to flourish among students, universities must create conditions that nurture their innate potential and curiosity. This effort requires strategies that embed cross-disciplinary thinking into the curriculum and co-curricular activities. A multidisciplinary university is particularly well equipped to lead this transformation, leveraging its breadth of expertise to foster collaboration and innovation.

One approach may involve the introduction of interdisciplinary core courses focused on global challenges such as climate action, sustainable cities or global health. These courses could be co-taught by faculty from different departments, providing students with a model for integrating diverse perspectives. For example, a training programme on geospatial applications of disaster management at my institution’s School of Architecture and Planning brings together academics, researchers, NGOs and community representatives and government officials to teach students about disaster vulnerability and resilience development.

Another avenue is project-based learning initiatives, where students from different disciplines collaborate on semester-long projects that address real-world issues. One example is a course that uses augmented reality and virtual reality technology in collaboration with a medical college to improve medical education and patient outcomes. 

Hackathons or innovation competitions can also be powerful tools for encouraging interdisciplinary engagement. Departments could organise events centred on pressing themes such as food security, public health or technology for social good. In these environments, students can brainstorm, prototype and present solutions that draw on the strengths of their diverse teams.

Research programmes could also play a pivotal role in cultivating interdisciplinary work. This involves establishing structured opportunities for students to collaborate on research projects that bridge disciplines. For instance, the bio incubator at my institution has prompted the creation of Blackfrog technology by students and alumni to develop portable vaccine fridges for remote areas or places with restricted access to power. Such initiatives may not only advance academic enquiry but also address societal needs, instilling a sense of purpose in student researchers.

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Ways to encourage interdisciplinary work

The physical and virtual spaces of a university can be designed to encourage interdisciplinary interaction. Innovation labs or shared co-working areas such as multidisciplinary research laboratories, equipped with resources like prototyping tools, collaborative software and accessible mentorship, provide fertile ground for collaboration. Additionally, subscribing to business plans for virtual platforms like Microsoft Teams, Zoom and Slack allows students from different campuses to connect and work together easily.

You might also consider creating incentives to recognise and reward interdisciplinary work. Academic credit for collaborative projects, special certificates for completing cross-disciplinary research or awards for innovative problem-solving could encourage students to step out of their disciplinary comfort zones. 

Also, exposure to role models who exemplify the power of interdisciplinary thinking can inspire students to pursue similar paths. Inviting alumni or professionals who have successfully integrated multiple fields into their careers to speak to or mentor students can create a compelling narrative about the benefits of such approaches. 

All schools at my institution engage in these activities regularly. For example, Manipal College of Pharmaceutical Sciences has an “alumni guest talk” series that featured a ”getting a PhD abroad” talk by an alumnus who continued his studies in Australia. The College of Health Professions has a similar series in which another alumna gave a talk about multidisciplinarity in special needs care. These role models may provide pragmatic examples of how interdisciplinary work can lead to meaningful impact and rewarding careers.

The benefits

The benefits of fostering interdisciplinary engagement are substantial. Students gain the ability to approach problems holistically, drawing from diverse fields to devise innovative solutions. This type of education cultivates adaptability, a trait increasingly valued in a world where career paths often span multiple domains. Furthermore, interdisciplinary experiences enhance students’ teamwork and communication skills, equipping them to collaborate effectively in professional settings. 

Universities that prioritise interdisciplinary work can also see broader institutional benefits. Such initiatives create a culture of innovation, where collaboration becomes a norm rather than an exception. Students who engage in interdisciplinary projects often graduate with not just technical expertise but also a mindset that seeks to address challenges inclusively and sustainably. This dual capability makes them valuable contributors to society and attractive hires.

Interdisciplinary work has the potential to transform both education and society. For universities, the challenge is clear: to break down silos and create an environment where students can think, act and innovate across boundaries. The solutions are within reach, and now is the time to act. By fostering interdisciplinary engagement, universities can prepare students to meet the complex demands of the world, ensuring that they are not just educated but empowered to make a difference.

Sambit Dash is an assistant professor (selection grade) at Manipal Academy of Higher Education, India. 

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