2023, Vol. 5, Issue 9, Part A

The use of a multidisciplinary approach in higher education has received a lot of attention in recent years. The purpose of this research article is to identify and analyses the obstacles involved with implementing a multidisciplinary approach in higher education institutions, with an emphasis on the hurdles to interdisciplinary collaboration and curriculum integration.

This study analyses the opinions and experiences of stakeholders involved in the implementation of multidisciplinary programmes through a mixed-methods research technique that includes surveys and interviews with faculty members and administrators. It delves into the difficulties experienced at many phases, from programme design to curriculum creation and delivery.

The findings highlight many important issues impeding the successful implementation of a multidisciplinary approach. First, there are institutional impediments. Interdisciplinary collaboration is frequently hampered by factors such as restrictive departmental structures, insufficient resources, and bureaucratic processes.

Overcoming disciplinary boundaries and developing integrated curriculum pose problems for faculty members. Second, faculty members' various academic backgrounds and disciplinary languages might provide barriers to successful communication and collaboration. Disagreements and conflicts can arise as a result of differences in research methodology, epistemological perspectives, and assessment practices.

Furthermore, while migrating from traditional disciplinary based teaching to a multidisciplinary paradigm, student resistance and confusion may occur. Stu dents may find it difficult to navigate a variety of course offerings, comprehend complicated multidisciplinary topics, and identify a clear career path.

Furthermore, faculty members face difficulties due to a lack of recognition and reward systems f or interdisciplinary teaching and research.

Traditional evaluation measures and promotion criteria are frequently used.

Prioritizing departmental knowledge may discourage teachers from participating in interdisciplinary collaboration. To address these problems, this study emphasises the need of cultivating a collaborative culture, establishing supporting institutional frameworks, and providing chances for professional growth for faculty members. It emphasises the importance of effective communication techniques, interdisciplinary training programmes, and the development of incentive mechanisms to recognize and incentivise multidisciplinary achievements. Higher education institutions can develop a dynamic learning environment that prepares student for challenging real World situations, stimulates innovation and creativity, and promotes holistic and well- rounded education by tackling the challenges connected with the interdisciplinary approach. This study adds to our understanding of the difficulties associated with implementing a multidisciplinary strategy in higher education.

The findings can help academic institutions, policymakers, and curriculum developers. Create methods and activities that encourage the successful integration of multidisciplinary approaches in higher education, enabling cooperation, creativity, and improved learning outcomes.