A COMPARATIVE ANALYSIS OF INTERDISCIPLINARY PRACTICES IN ECONOMICS AND INFORMATION TECHNOLOGY EDUCATION
Keywords:
higher education, comparative analysis, economics;, information technology education, teaching methodsAbstract
The present study examines the role of the interdisciplinary approach as a key factor in the modernization of contemporary education. In the context of rapid technological advancement and increasing societal complexity, traditional discipline-based teaching models are becoming insufficient to address the demands of the 21st century. As a result, there is a growing need for educational practices that promote the integration of knowledge, skills, and perspectives across different fields. To address this need, the study adopts a mixed-methods research design, combining quantitative data from a survey conducted among 80 participants (teachers and university students) with qualitative insights obtained through semi-structured interviews. The findings indicate a high level of positive attitudes toward interdisciplinary learning (M = 4.21), accompanied by a moderately high level of its practical implementation (M = 3.78). A statistically significant difference was observed between teachers and students in terms of application. In addition, the results of the analysis of variance (ANOVA) confirm significant differences in the level of knowledge and application of the interdisciplinary approach (p < 0.05), while no significant differences were found in attitudes and perceived effectiveness. Furthermore, a moderate positive relationship (r = 0.62) was identified between the level of knowledge and application and its perceived effectiveness. The results reveal a noticeable gap between theoretical recognition and practical implementation of interdisciplinary teaching, influenced by factors such as limited time, insufficient training, and lack of institutional support. The study highlights the need for targeted teacher training and the integration of interdisciplinary practices into educational curricula. In conclusion, the interdisciplinary approach represents a key mechanism for improving educational quality and preparing learners for real-world challenges by fostering critical thinking, creativity, and collaboration.
References
Beane, J. A. (2020). Curriculum integration: Designing the core of democratic education. Teachers College Press.
Becker, W. E. (2017). Teaching economics in the 21st century. Journal of Economic Education, 48(2), 123–130.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE Publications.
Creswell, J. W., & Creswell, J. D. (2023). Research design: Qualitative, quantitative, and mixed methods approaches (6th ed.). SAGE Publications.
Drake, S. M., & Reid, J. L. (2020). Integrated curriculum as an effective way to teach 21st century capabilities. Asia Pacific Journal of Educational Research, 3(1), 31–50.
Field, A. (2022). Discovering statistics using IBM SPSS statistics (6th ed.). SAGE Publications.
Flick, U. (2018). An introduction to qualitative research (6th ed.). SAGE Publications.
Fullan, M. (2013). Stratosphere: Integrating technology, pedagogy, and change knowledge. Pearson.
Joshi, A., Kale, S., Chandel, S., & Pal, D. (2015). Likert scale: Explored and explained. British Journal of Applied Science & Technology, 7(4), 396–403.
Klein, J. T. (2017). Interdisciplinarity: History, theory, and practice. Wayne State University Press.
Kolmos, A., de Graaff, E., & Du, X. (2016). Research on PBL practice in engineering education. Sense Publishers.
Kvale, S., & Brinkmann, S. (2015). InterViews: Learning the craft of qualitative research interviewing (3rd ed.). SAGE Publications.
Likert, R. (1932). A technique for the measurement of attitudes. Archives of Psychology, 140, 1–55.
Lunt, B. M., Ekstrom, J. J., Gorka, S., Hislop, G., Kamali, R., Lawson, E., LeBlanc, R., Miller, J., & Reichgelt, H. (2008). Curriculum guidelines for undergraduate degree programs in information technology. ACM.
OECD. (2019). Future of education and skills 2030. OECD Publishing.
Prince, M., & Felder, R. (2006). Inductive teaching and learning methods: Definitions, comparisons, and research bases. Journal of Engineering Education, 95(2), 123–138.
Repko, A. F., & Szostak, R. (2021). Interdisciplinary research: Process and theory (4th ed.). SAGE Publications.
Schleicher, A. (2020). World class: How to build a 21st-century school system. OECD Publishing.
Taber, K. S. (2018). The use of Cronbach’s alpha when developing and reporting research instruments. Research in Science Education, 48(6), 1273–1296.
UNESCO. (2021). Reimagining our futures together: A new social contract for education. UNESCO Publishing.
