Bridging disciplines: Enhancing integrative thinking via collaborative problem-based learning in higher education

Abstract

Addressing complex challenges requires graduates with integrative thinking, a competency often underdeveloped due to disciplinary silos in higher education. This study compared the effectiveness of structured interdisciplinary Collaborative Problem-Based Learning (CPBL), featuring explicit integration scaffolding, versus a traditional collaborative model in fostering undergraduates' integrative thinking skills. Using a quasi-experimental, mixed-methods design within an interdisciplinary course, integrative thinking was assessed pre/post via a validated performance task, complemented by qualitative data from reflective journals and focus group interviews. Quantitative analysis showed the CPBL group achieved significantly greater gains in integrative thinking. Qualitative analysis revealed that structured scaffolding (particularly a mandatory framework-building phase), navigating disciplinary differences, collaborative dynamics, facilitative instruction, and developing metacognitive awareness were key factors influencing the integration process from student perspectives. Findings indicate that a holistic, structured CPBL approach is a significantly more effective pedagogy than traditional collaboration for enhancing integrative thinking, highlighting the value of intentional design with explicit support for synthesis. © 2025 Elsevier Ltd

Keywords

Author Keywords

Interdisciplinary education Higher education Thinking skills Collaborative problem-based learning Integrative thinking

Index Keywords

Author Affiliations

School of Public Affairs, Zhejiang University, Hangzhou, Zhejiang, China, Technology and Education Policy, Zhejiang University, Hangzhou, Zhejiang, China

Funding & Acknowledgements

Zhejiang University, NCKU

This study was supported by Zhejiang University \"14th Five-Year Plan\" Graduate Education Reform Project \"Exploration and Practice of Cultivating Versatile and Innovative Talents through Interdisciplinary and Cross-Disciplinary Studies\".

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Bridging disciplines: Enhancing integrative thinking via collaborative problem-based learning in higher education

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