Part of the
Centre for
Engineering Education
TU DelftTU EindhovenUniversity of TwenteWageningen University
Centre for
Engineering Education


+31(0)6 48 27 55 61


European Journal of Engineering Education Special Issue - Call for papers

Wednesday, 27 September 2023

Theme: Interdisciplinary Learning and Transformation of Engineering Education

Guest Editor Team

Karolina Doulougeri, TU Eindhoven, The Netherlands

Anette Kolmos, Aalborg University, Denmark

Amitava ‘Babi’ Mitra, Massachusetts Institute of Technology, USA

Henrik Worm Routhe, Aalborg University, Denmark

Jan van der Veen, TU Eindhoven, The Netherlands

Planned Submission Process

Deadline for extended abstracts ..................................... 15 January 2024

Notification of invitation for full paper submission ...... 20 February 2024

Full paper submission due date ....................................... 15 September 2024


As the world faces increasingly complex challenges, there is a pressing need to educate engineers

who can contribute to possible solutions. Many universities have responded to the need for

transforming engineering education by establishing interdisciplinary programs, interdisciplinary

courses, or interdisciplinary projects across existing programs.

There are many examples of scholarly works on integrating interdisciplinary work in engineering

curricula (Roy 2021). There are studies on scaffolding of projects and teams indicating models to

improve learning (Beddoes 2020, MacLeod and van der Veen 2020, Routhe et al. 2022), interdisciplinary

competences (Beagon et al. 2023; Borrego and Newswander 2010, Lattuca, Knight et

al. 2013), curricula models for interdisciplinary learning (Fortuin et al. 2023; Knight, Lattuca et

al. 2013, Tripp and Shortlidge 2019) and on the understanding of interdisciplinary learning

(Klein 2010, Akkerman and Bakker 2011).

However, interdisciplinary learning is not always easy to implement as universities are often organized

along disciplinary boundaries. This implies different cultures, languages and educational

traditions, as well as administrative borders and classifications. At the institutional level, many

universities have declared themselves as mission-driven universities aiming at educating more

interdisciplinary graduates (e.g., Hailes et al., 2021; Lavi et al., 2021). However, even when such

top-management intentions exist, they will need to be reflected and responded to by the academic

staff. Academic staff have many competing tasks and might lack motivation or incentives

for creating interdisciplinary tracks in the curriculum (Högfeldt et al. 2023). Most university education

programs already suffer from an overloaded curriculum. While interdisciplinary education

can motivate students to find solutions to climate change and promote sustainable development

in society, it can also pose challenges for them. Further, interdisciplinary education requires

space and resources so as to accommodate and coach student teams appropriately.

Aims and scope

In this special issue we are looking for the state-of-the-art research on interdisciplinary learning

in engineering education. We welcome evidence-informed research (both qualitative and quantitative)

on the following topics:

1. How do we educate engineering students to help solve critical societal challenges and

what are the learning gains?

2. How do faculty staff engage with interdisciplinary education, including their beliefs, attitudes,

identity and collaborative practices, rewards and recognition?

3. How is interdisciplinary learning linked with engineering practice and industry stakeholders?

Submissions should demonstrate a clear focus on advancing the conceptualization and practice of

interdisciplinarity in engineering education, in the context of programmatic and institutional

transformation. We are particularly interested in research that presents novel methodologies, results,

understandings, pedagogical strategies, or successful interventions which can contribute to

the transformation of engineering education.

Instructions for authors

Extended abstracts should be anonymized and limited to 800-1000 words, plus references. The

abstract should be a summary of the article and include:

- Aims or research questions

- Contextualization in literature

- Methodology

- Findings

- Perspectives

Submission is free-format and manuscripts are formatted to journal style upon publication.

Extended abstracts are submitted here:

Instructions for preparing the full paper manuscript:


Akkerman, S. F. and A. Bakker. 2011. “Boundary Crossing and Boundary Objects.” Review of Educational

Research 81 (2). American Educational Research Association: 132–169.


Beagon, U., K. Kövesi, B. Tabas, B. Nørgaard, R. Lehtinen, B. Bowe, C. Gillet, and C. Monrad Spliid.

2023. “Preparing Engineering Students for the Challenges of the SDGs: What Competences Are

Required?” European Journal of Engineering Education 48 (1). Taylor & Francis: 1–23.


Beddoes, K. 2020. “Interdisciplinary Teamwork Artefacts and Practices: A Typology for Promoting Successful

Teamwork in Engineering Education.” Australasian Journal of Engineering Education 25

(2). Taylor & Francis: 133–141. doi:10.1080/22054952.2020.1836753.

Borrego, M. and L. K. Newswander. 2010. “Definitions of Interdisciplinary Research: Toward Graduate-

Level Interdisciplinary Learning Outcomes.” Review of Higher Education: Journal of the Association

for the Study of Higher Education 34 (1). US: Johns Hopkins University Press: 61–84.


Fortuin, K. P. J., J. T. M. Gulikers, N. C. Post Uiterweer, C.a Oonk, and C. W. S. Tho. 2023. “Developing

a Boundary Crossing Learning Trajectory: Supporting Engineering Students to Collaborate and Co-

Create across Disciplinary, Cultural and Professional Practices.” European Journal of Engineering

Education, June. Taylor & Francis. doi:10.1080/03043797.2023.2219234.

Hailes, S., L. Jones, M. Micheletti, J. E. Mitchell, A. Nyamapfene, K. Roach, E. Tilley, and F. Truscott,

2021. “The UCL Integrated Engineering Programme.” Advances in Engineering Education 9 (3).

American Society for Engineering Education.


Högfeldt, A-K., L. Gumaelius, P. Berglund, L. Kari, A. Pears, and V. Kann. 2023. “Leadership, Support

and Organisation for Academics’ Participation in Engineering Education Change for Sustainable

Development.” European Journal of Engineering Education 48 (2). Taylor & Francis: 240–266.


Klein, Julie Thompson. 2010. “A Taxonomy of Interdisciplinarity.”


Knight, D.B., L. R. Lattuca, E. W. Kimball, and R. D. Reason. 2013. “Understanding Interdisciplinarity:

Curricular and Organizational Features of Undergraduate Interdisciplinary Programs.” Innovative

Higher Education 38 (2): 143–158. doi:10.1007/s10755-012-9232-1.

Lattuca, L.R., D. B. Knight, and I. M. Bergom. 2012. “Developing a Measure of Interdisciplinary Competence

for Engineers.” In , 25.415.1-25.415.19.


Lavi, R., M. Bathe, A. Hosoi, A. Mitra, and E. F. Crawley, 2021. “The NEET Ways of Thinking: Implementing

Them at MIT and Assessing Their Efficacy.” Advances in Engineering Education. American

Society for Engineering Education.

MacLeod, M. and J. T. van der Veen. 2020. “Scaffolding Interdisciplinary Project-Based Learning: A

Case Study.” European Journal of Engineering Education 45 (3). Taylor & Francis: 363–377.


Routhe, H., M. Winther, J. Holgaard, and A. Kolmos. 2022. “Interdisciplinary Problem-Based Projects

for First-Year Engineering Students: 129th ASEE Annual Conference and Exposition: Excellence

Through Diversity, ASEE 2022.” ASEE 2022 Anual Conference, ASEE Annual Conference and

Exposition, Conference Proceedings, , August. American Society for Engineering Education.

Tripp, B. and E. E. Shortlidge. 2019. “A Framework to Guide Undergraduate Education in Interdisciplinary

Science.” CBE—Life Sciences Education 18 (2). American Society for Cell Biology (lse).


About the journal

European Journal of Engineering Education is the official

journal of SEFI ( It invites relevant

contributions that combine scholarliness with usefulness for

improving engineering education.

§ Usefulness implies that papers should be useful to readers

outside the context where the work was made. Usefulness

can take many forms, to readers who can be educators,

researchers, specialists, leaders, or other stakeholders of

engineering education.

§ Scholarliness refers to the significance and novelty of the

contribution, consistency and soundness of the research

approach, connection to relevant literature, coherence and

readability of the paper, as well as credibility and quality

of the ideas and insights generated.


K. Edström - KTH Royal Institute of Technology, Sweden,


J. Bernhard - Linköping University, Sweden S. Chance – TU Dublin, Ireland


E. Alpay - University of Surrey, UK

U. Beagon - TU Dublin, Ireland

M. van den Bogaard - University of Texas at El Paso, USA

R. Broadbent - Aston University, UK

J. Buckley - Technological University of the Shannon:

Midlands Midwest, Ireland

J. Case - Virginia Tech, USA

S. Daniel - University of Technology Sydney, Australia

X. Du - Aalborg University, Denmark

A. Kolmos - Aalborg University, Denmark

G. Langie - KU Leuven, Belgium

D. Martin - Eindhoven University of Technology, Netherlands

S. Nikolic - University of Wollongong, Australia

J. Power - University of Limerick, Ireland

K. Roach - UCL, UK

F. Saunders - Manchester Metropolitan University, UK

R. Tormey - EPFL, Switzerland

B. Williams - CEG-IST, Universidade de Lisboa, Portugal

• Journal issues are published six times a year in electronic edition.

• All papers published in this journal have undergone a rigorous peer review process, based on

initial editor screening and anonymous double-blind reviewing by independent scholars.

• No publication fee.

• Papers are abstracted and indexed in a number of databases, among them Scopus, Educational

Research Abstracts, Cambridge Scientific Abstracts.

• Journal Impact Factor: 2,3.

Journal home page: