Interdisciplinary Pedagogies for Sustainable Education in Bangladeshi Universities: Bridging Theory and Practice

Abstract

The growing intricacy of global sustainability issues like climate change, environmental degradation, and socio-economic inequality calls for a shift in higher education from traditional disciplinary silos to interdisciplinary rather than merely multidisciplinary. This study investigates the contributions of interdisciplinary pedagogies to the promotion of Education for Sustainable Development (ESD) in Bangladeshi universities. Based on systems thinking, transformative learning theory, and sustainability competency frameworks, integrated teaching fosters holistic problem-solving skills among students. According to the research, effective pedagogical approaches to integrate environmental, social, and economic dimensions of sustainability include problem-based learning, experiential learning, place-based education, and team-teaching. Implementing active learning faces lots of obstacles. In many developing countries, this is due to institutional restrictions, like stiff departmental boundaries. Further obstacles include inadequate faculty training and limited incentives, as well as assessment systems that emphasis knowledge in a discipline. The framework also outlines recommendations for curriculum revision, faculty development, and policy support that institutions may employ to enhance the sustainability of universities. Accordingly, it is concluded that graduates should address sustainability challenges and assist in the fulfilment of national and global development goals.