Sustainability and climate challenges demand solutions that span multiple domains of expertise. In engineering, where technological systems are inherently complex, the ability to integrate perspectives from diverse disciplines has become a critical skill. Stakeholders from academia, industry, and society must work together, and this necessity is reshaping how engineering students are trained. Yet, crossing disciplinary boundaries remains one of the most difficult aspects of collaborative work.
At Aalborg University, the InterPBL research project—funded by the Grundfos Foundation—has examined how interdisciplinary collaboration can be strengthened within engineering education. The project’s findings reveal that many academic approaches to interdisciplinary work have been overly simplistic, often failing to account for the variety of forms such projects can take. To address this, researchers developed a framework based on empirical data that categorizes six types of disciplinary and interdisciplinary problem-based projects. These categories are defined along two dimensions: the type of knowledge involved, ranging from single-discipline to narrow and broad interdisciplinary problems, and the project collaboration pattern, which can range from single teams to multi-team configurations involving several student groups.
This framework underscores that interdisciplinary collaboration is far more varied in practice than previously assumed. A key distinction lies between narrow and broad interdisciplinary approaches. Greater distance between disciplines introduces significant challenges—not only in understanding different scientific knowledge bases but also in bridging cultural and pedagogical differences. As Henrik Worm Routhe and colleagues noted, “Interdisciplinary collaboration does not imply that you lack disciplinary knowledge. On the contrary, interdisciplinary collaboration allows for a better understanding of one’s own field.” Students in these projects gain, rather than lose, disciplinary expertise, while also learning the limits and possibilities of knowledge integration.
The project’s data, drawn from interdisciplinary system projects, revealed that in multi-team settings, conventional project management tools were insufficient. Effective collaboration required students to build shared visions, establish common knowledge bases, and align their approaches to learning. Over time, teams progressed from merely managing tasks to exercising leadership—an evolution that strengthened both technical and interpersonal competencies.
Designing successful interdisciplinary projects requires careful attention to the factors that influence collaboration. The InterPBL team identified three major dimensions from the literature—knowledge, learning, and culture—that aligned closely with their observations. Students from different disciplines approached problem definition, project structuring, and teamwork in distinct ways. As they transitioned from disciplinary to interdisciplinary contexts, they had to adapt collaborative skills and rethink how generic competencies were applied.
In engineering curricula, generic skills such as communication, teamwork, and problem-solving are often taught alongside disciplinary content. Within interdisciplinary projects, however, disciplinary knowledge becomes a tool for acquiring and refining these broader competencies. The design of such projects varies widely depending on the intended learning outcomes. For example, narrow interdisciplinary projects might focus on integrating closely related fields, while broad projects could require bridging gaps between engineering and social sciences, environmental policy, or economics.
These insights have implications beyond the classroom. In aerospace, automotive, robotics, and advanced materials development, interdisciplinary collaboration mirrors the complexity seen in academic projects. Engineers working on next-generation aircraft must coordinate with specialists in aerodynamics, materials science, propulsion, and environmental impact assessment. Similarly, autonomous vehicle development involves expertise in mechanical engineering, artificial intelligence, human factors, and regulatory compliance. The ability to navigate these intersections is not just an academic exercise—it is a professional necessity.
By framing interdisciplinary collaboration as both a means of deepening disciplinary expertise and expanding collaborative competencies, the InterPBL project offers a structured approach to preparing engineers for the multifaceted challenges ahead. Its models and findings provide practical guidance for educators seeking to design projects that reflect the realities of modern engineering practice.