Nowadays, learning occurs increasingly in collaboration with the broader world, leading to emerging complex and dynamic situations (Herrington et al., 2000; Ankrah et al., 2015). It poses a challenge to problem-solving, as moving problems, changing contexts, and the need to rely on a plethora of methods from multiple disciplines are the new normal (Lury, 2021; Dorst,(2015); Dooremalen (2021, p. 559). Interdisciplinary education is seen by many as' the solution'for dealing with emerging complexity (Markauskaite, et. al, 2024). It is therefore important to clarify what interdisciplinarity is? Interdisciplinarity is characterised by many as a process of integrating theory, methods, approaches, and knowledge of two or more different disciplines to create innovative solutions (Lattuca et al., 2012; MacLeod, 2018). However, one type of integration can be unlike another. For instance, integrating art and history is quite different from an approach combining natural coastal defense systems involving biology, engineering, and environmental science (Boix Mansilla, 2016). In transdisciplinary education, integration of disciplines may also involve bridging of different knowledge systems (Kilic-Bebek et al., 2023). Typical (conceptual) problem definitions taught in disciplinary courses may no longer hold in complex situations where human control is shared, for example, on networked platforms. During the problem definition process, AI or other data can be involved in creating new methods that do not build upon the senses or classical empirical data-gathering methods (Lury 2021; Dooremalen et al. 2021). Consequently, the cognitive and conceptual structure of …

Background: Societal challenges that call for a new type of engineer suggest the need for the implementation of interdisciplinary engineering education (IEE). The aim of IEE is to train engineering students to bring together expertise from different disciplines in a single context. This review synthesizes IEE research with a focus on characterizing vision, teaching practices, and support. Purpose: We aim to show how IEE is conceptualized, implemented, and facilitated in higher engineering education at the levels of curricula and courses. This aim leads to two research questions:. What aspects of vision, teaching, and support have emerged as topics of interest in empirical studies of IEE?. What points of attention regarding vision, teaching, and support can be identified in empirical studies of IEE as supporting or challenging IEE?. Scope/Method: Ninety-nine studies published between 2005 and 2016 were included in a qualitative analysis across studies. The procedure included formulation of research questions, searching and screening of studies according to inclusion/exclusion criteria, description of study characteristics, appraisal, and synthesis of results. Conclusions: Challenges exist for identifying clear learning goals and assessments for interdisciplinary education in engineering (vision). Most pedagogy for interdisciplinary learning is designed to promote collaborative teamwork requiring organization and team management. Our review suggests that developing interdisciplinary skills, knowledge, and values needs sound pedagogy and teaming experiences that provide students with authentic ways of engaging in interdisciplinary practice (teaching). Furthermore, there is a limited understanding of what resources hinder the development of engineering programs designed to support interdisciplinarity (support).