Imagining tomorrow: the role of science fiction films in shaping interdisciplinary higher education

Abstract Background: In a rapidly evolving professional landscape, universities must equip students not only with subject-specific knowledge but also with interdisciplinary competencies. Critical thinking, analytical and discursive skills, and well-developed value orientations are essential for navigating the demands of 21st century professional contexts. Methods: This study, conducted at Witten/Herdecke University in Germany, explores the use of science fiction films as analytical tools in higher education to support the development of interdisciplinary competencies. It examines how students engage with societal, technological, and ethical issues, as well as future-oriented thinking, through participation in a science fiction-based seminar series. Employing a mixed-methods design with a qualitative emphasis, the study investigates students’ reflective processes and experiences with the teaching approach through qualitative reflective writing. This is complemented by an exploratory quantitative comparison of students’ perceptions of climate change and planetary health across two measurement points. Results: While the quantitative analyses did not yield statistically significant differences between the two measurement points, the qualitative findings suggest that science fiction films can stimulate critical engagement with global challenges and provide opportunities to support future-oriented perspectives. The analysis of science fiction films within the course enabled students to assess and interpret complex scenarios, engage in discourse with peers, and reflect on personal values and societal developments. Conclusions: The results highlight the pedagogical potential of integrating science fiction films into university teaching as a means of supporting interdisciplinary reflection and engagement with complex future challenges.