Between interdisciplinarity and project-based pedagogy: A hackathon experiment in education

Abstract

University programs in education struggle to incorporate interdisciplinary approaches and project-based pedagogy, limiting students’ development of professional skills. The 2018 reforms emphasise the need to promote interdisciplinary projects to bridge the gap between academic training and professional demands. Our contribution highlights the design and analysis of the PrEAC initiative, which addresses this need by fostering a collaborative culture and developing shared competencies. The evaluation of this initiative based on participants’ self-assessments across various learning dimensions, shows that even within a limited timeframe, students from diverse backgrounds, including professionals, experience challenges. Resolving these challenges enhances their professional skills and strengthens their readiness for collaborative environments.

Keywords: collaborative learning, interdisciplinarity, project-based learning.