Perception of Interdisciplinarity and Thinking Styles in STEM Undergraduate Students

This study investigates the relationship between interdisciplinary perspectives and thinking styles among STEM undergraduate students, emphasizing the role of cognitive preferences in shaping interdisciplinary learning. Engineering students (n=1691) responded to the Interdisciplinarity Perception Test and Sternberg’s Thinking Styles Inventory. The main finding of this study is the verification of the positive and statistically significant relationship (p<0.05) between the perception of interdisciplinarity and the thinking styles characterized by cognitive flexibility, creativity, and collaborative preferences. Findings indicate gender-specific variations in interdisciplinary competencies and thinking styles, with women students scoring higher in interdisciplinary perception and reflective behavior. Developmental differences among students were observed, suggesting an institutional impact on cognitive growth as students advance in their program. The study offers practical implications for STEM education by highlighting the need for pedagogical approaches that cultivate interdisciplinary thinking and accommodate diverse cognitive styles, equipping future professionals with the adaptability necessary for tackling complex global challenges.