Research on the Cultivation of Teachers' Interdisciplinary Literacy and Integrated Teaching Practice in Engineering Education

Erxing Peng; Xiaoying Hu; Huiling Ren

doi:10.70088/5h2cy538

Authors

Erxing Peng School of Transportation, Kashi University, Kashi, China Author
Xiaoying Hu School of Transportation, Kashi University, Kashi, China Author
Huiling Ren School of Civil Engineering and Hydraulic Engineering, Lanzhou University of Technology, Lanzhou, China Author

DOI:

https://doi.org/10.70088/5h2cy538

Keywords:

Interdisciplinary literacy, Teacher training, Civil engineering, Microbiology, Teaching practice

Abstract

Universities are increasingly expected to prepare graduates who can work across disciplinary boundaries, yet teaching is still often organized within relatively closed subject areas. Using the intersection of civil engineering and microbiology as an example, this study examines how teachers can develop the knowledge, practical abilities, and ways of thinking required for interdisciplinary teaching. The paper first identifies the main difficulties encountered in cross-field instruction and then develops a training framework that links course learning, joint teaching and research, scientific research practice, and engineering experience. On this basis, interdisciplinary teaching modules, practical platforms, and a multi-source evaluation approach are incorporated into classroom implementation. Evidence from the teaching practice suggests that the educational reform helped teachers connect biological principles with engineering problems and supported students in applying knowledge from both fields to project tasks. The study also shows that teacher development cannot be separated from curriculum reconstruction, laboratory support, research participation, and institutional incentives. The resulting approach offers a practical reference for science and engineering programs seeking to introduce interdisciplinary content without separating it from existing professional courses.

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