The Future of Education

Interdisciplinarity has been widely recognized as a relevant pedagogical approach in science education, promoting the integration of different knowledge domains [1,2]. This study examines teachers’ perceptions and practices regarding interdisciplinarity in science education through a survey. The sample consisted of 150 pre-service and in-service teachers (n=150) from various educational levels and disciplinary backgrounds, aged between 25 and 60 (M=46.6). Most participants had academic training in biology, geology, physics, or chemistry. The findings indicate a widespread acknowledgement of interdisciplinarity’s importance for scientific learning. Participants reported high levels of agreement concerning its benefits, particularly in fostering critical thinking (M=4.51), enhancing reasoning and problem-solving skills (M=4.56), and developing a holistic understanding of knowledge (M=4.57). Additionally, interdisciplinary approaches were perceived as significantly contributing to developing transversal competencies (M=4.66) and making learning more engaging and motivating (M=4.47). However, despite recognizing its advantages, several challenges hinder effective interdisciplinary implementation. The main obstacles identified include the lack of instructional time for planning and developing interdisciplinary activities (n=85; 56.7%), insufficient coordination between subjects (n=5; 3.3%), scarcity of adequate educational resources (n=24; 16.0%), and insufficient specialized training for interdisciplinary teaching (n=23; 15.3%). These findings suggest that while teachers recognize interdisciplinarity’s pedagogical potential, structural challenges persist in integrating it into the educational framework. Addressing these issues requires institutional initiatives to foster teacher collaboration and enhance curriculum integration. Strategies such as joint planning across disciplinary areas, professional development programs, and providing adequate educational resources may significantly strengthen the impact of interdisciplinarity in science education.