Browsing by Author "Kulsum Hashmi, Tahmeena Khan, Manisha Singh, Saman Raza, Seema Joshi, Abdul Rahman Khan"

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    Bridging Disciplines with a Particular Emphasis on Chemistry
    (Bentham Science, 2026) Kulsum Hashmi, Tahmeena Khan, Manisha Singh, Saman Raza, Seema Joshi, Abdul Rahman Khan
    Abstract: Interdisciplinary education has gained considerable attention in higher education institutions. The focus of interdisciplinary education is to integrate diverse perspectives and methods to solve complex real-life challenges. By integrating insights, methods, and knowledge from multiple academic fields, interdisciplinary teaching provides students with a comprehensive and integrated learning experience. Interdisciplinary learning is a highly complex area in modern education that, despite its importance, has not been sufficiently theorized or researched. The conventional teaching model limits students' development of comprehensive qualities and fails to fully engage students' interests. Several challenges are also presented by interdisciplinary education, despite its potential benefits. Integrating multiple disciplinary perspectives into a cohesive curriculum is one of the main obstacles. Faculty members are required to collaborate across departments and create innovative pedagogical approaches to bridge the gaps between disciplines. Integrated interdisciplinary teaching models have gradually emerged as effective strategies to address these challenges as a result of the continuous evolution of modern educational concepts. This paper investigates the aids and methods of interdisciplinary teaching, including project-based learning, problem-based learning, competency-based learning, and thematic learning. This study aims to explore the effects of interdisciplinary science learning on sustainability-focused education, with a particular emphasis on chemistry's inherent relationship to other disciplines. The integration of sustainable development concerns in teaching presents a productive opportunity as well as a challenge for chemistry education to strengthen its societal dimensions.