BECE. Newsletter 

Vol.16, No.1, 2024, BECE 1824 

 

 

 

 

Promoting Student Interdisciplinary Learning:  

Mechanisms, the Learning Environment Design  

Model, and Empirical Research 

By Wan, K. & Rao, A. 
Correspondence to: Kun Wan, Shangrao Normal University, China. E-mail: 

1570576198@qq.com   

NTERDISCIPLINARY learning has become a highly recommended learn-

ing approach in Chinese compulsory education. Nevertheless, there exist a 

variety of problems with the current implementation of interdisciplinary 

learning, such as misconception of the approach and a lack of purposeful de-

sign. This study analyzed the mechanisms for promoting student interdisci-

plinary learning, constructed a model for interdisciplinary learning environ-

ment design, and conducted practical research based on the model. 

Mechanisms for Promoting Student Interdisciplinary Learning 

(i) In interdisciplinary learning, students must go through structured activi-

ties to develop higher-order thinking skills and realize deep learning.  

(ii) The primary purpose of interdisciplinary learning is to conflate 

knowledge from distinct disciplines and then for students to generate 

new knowledge after the processes of assimilation, internalization, and 

reconstruction. 

(iii) Image thinking and imaginative thinking entailed in interdisciplinary 

learning are beneficial for students integrating and establish associations 

between knowledge of multiple disciplines. 

Research Findings Based on the Model for Interdisciplinary Learning 

Environment Design 

 The model could effectively reduce students’ extraneous and intrinsic 

cognitive loads, increase their germane cognitive load, enhance their flow 

experience, and boost their higher-order thinking skills. 

 In interdisciplinary learning, flow experience had positive effects on stu-

dents’ higher-order thinking skills development; the extraneous cognitive 

load negatively affected student flow experience; the germane cognitive 

load had a positively impact on student flow experience. 

 In interdisciplinary learning, mutual impacts existed between student 

cognitive loads, flow experience, and higher-order thinking skills. 

 

 
Source: China Educational Technology, 2023; 2023(8):59-63. 

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