Towards transformative learning : students’ disorienting dilemmas and coping strategies in interdisciplinary problem-based learning

Loading...
Thumbnail Image

Access rights

openAccess
CC BY
publishedVersion

URL

Journal Title

Journal ISSN

Volume Title

A1 Alkuperäisartikkeli tieteellisessä aikakauslehdessä

Date

Major/Subject

Mcode

Degree programme

Language

en

Pages

23

Series

European Journal of Engineering Education, Volume 50, issue 2, pp. 428-450

Abstract

Universities globally are called to educate collaborative and ethical engineers. In response, interdisciplinary problem-based learning is increasingly used to equip students with competencies needed to solve grand societal challenges. However, complex problem-solving in interdisciplinary teams can challenge students’ existing beliefs and cause confusion. Our study examines these challenges through the lens of ‘disorienting dilemmas’ from transformative learning theory and investigates students’ coping strategies. Through twenty-nine student interviews, we uncovered disorienting dilemmas related to self-identity, problem-solving, disciplinary perceptions, conceptual understanding, and collaboration. Additionally, based on varied cognitive and behavioural responses, we identified four coping strategies: integrating, investigating, negotiating, and withdrawing. Notably, we observed shifts in students’ use of coping strategies. Our research advances transformative learning theory through its focus on shared learning and the recognition of diversity of coping strategies, thus providing insights for designing supports that guide students towards more constructive strategies and facilitate transformative learning.

Description

Publisher Copyright: © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

Other note

Citation

Feng, X, Sundman, J, Aarnio, H, Taka, M, Keskinen, M & Varis, O 2025, 'Towards transformative learning : students’ disorienting dilemmas and coping strategies in interdisciplinary problem-based learning', European Journal of Engineering Education, vol. 50, no. 2, pp. 428-450. https://doi.org/10.1080/03043797.2024.2424197