Supporting Interdisciplinary Education in the Built Environment through Self- and Shared-regulated Learning

Abstract

Tackling today’s and tomorrow’s societal, technological, and environmental challenges demands expertise that extends beyond the boundaries of any single discipline. Architects and engineers, in particular, must integrate knowledge and skills across domains while effectively communicating with professionals from diverse fields. In response, interdisciplinary education has gained momentum in built environment education, aiming to prepare students for this complexity by engaging them in challenges that mirror real-world problems. However, if experienced professionals struggle to navigate such complexities, how can students be expected to thrive in similarly demanding learning environments? This chapter addresses this question through the lens of self- and socially shared regulated learning (S-SRL). We begin by introducing a commonly used S-SRL model to provide a foundation for understanding how students regulate their learning individually and collectively. Building on this model, we explored the typical challenges students may encounter at various stages of interdisciplinary learning tasks. Furthermore, we review instructional tools and highlight their core design principles that help students overcome these challenges, while supporting the development of essential regulatory skills. In doing so, we offer educators practical insights into fostering personal and group responsibility for learning as well as the collaboration needed to achieve successful interdisciplinary education.