Factors Affecting the Interdisciplinary Competence of STEM Undergraduates at Research Universities in China

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Abstract

This study investigates the impact of student experiences (course-related and co-curricular), organizational support, and individual characteristics on the interdisciplinary competence of STEM undergraduates at research universities in China. The findings reveal that factors related to curricular experiences—including taking interdisciplinary courses, independently learning interdisciplinary knowledge and skills, adopting student-centered teaching approach, and emphasizing disciplinary and interdisciplinary knowledge and skills in courses—as well as organizational diverse and innovative climate, significantly positively influence interdisciplinary competence and its sub-dimensions (interdisciplinary skills, reflective behavior, and recognizing disciplinary perspectives). In contrast, co-curricular experiences contribute less to interdisciplinary competence. Additionally, organizational diverse and innovation climate not only directly affects the interdisciplinary competence of STEM undergraduates but also indirectly influences it through students' course-related experiences.

Authors

• Huiqing Liang, Henan University

• Jiali Li, Shanghai Normal University

• Kai Zhao, Lingnan University

• Mengting Song, Tsinghua University