Qualifying the debate on interdisciplinarity considering 50 years of educational experimentation at Aalborg University

This paper examines 50 years of pedagogical experimentation with problem- and project-based learning at Aalborg University, specifically focusing on how interdisciplinarity has been implemented in teaching and learning. It uses two theoretical positions, the powerful knowledge approach and the German Didaktik and Bildung approach, to analyze initial project work. The study identifies a policy-level trend towards greater discipline in educational practices over time.

Understanding the long-term evolution of interdisciplinary approaches within a specific educational institution provides insights into the challenges and successes of integrating diverse knowledge domains. This historical perspective can inform future strategic decisions regarding curriculum design and pedagogical methodologies, especially as institutions balance specialized expertise with broader, interconnected learning.

Aalborg University has 50 years of experience with pedagogical experimentation using problem- and project-based learning.

Forward consideration, not a verified fact.