DO INTERDISCIPLINARY LECTURE LESSONS REALLY MATTER IN UNIVERSITY EDUCATION?
Keywords:
Interdisciplinary education; university lectures; student perceptions; philosophy; religious studies; psychology; linguistics; higher educationAbstract
In recent years, higher education institutions have increasingly emphasized interdisciplinary approaches in university lecture courses. Subjects such as philosophy, religious studies, psychology, and linguistics are often integrated into curricula with the aim of fostering critical thinking, ethical awareness, and effective communication skills. However, the actual relevance and perceived usefulness of these interdisciplinary lecture lessons from students’ perspectives remain underexplored. This study investigates whether interdisciplinary lecture lessons really matter in university education by examining university students’ perceptions of their academic and personal value. Using a quantitative research design, data were collected through a structured questionnaire administered to undergraduate students from different academic disciplines. The findings reveal varying levels of student engagement and perceived usefulness across the subjects, with psychology and linguistics being rated as more practically relevant, while philosophy and religious studies were often viewed as abstract but intellectually stimulating. The results suggest that interdisciplinary lecture lessons can play a significant role in university education when their content is clearly connected to real-life applications and students’ academic needs. The study highlights the importance of redesigning lecture-based interdisciplinary courses to enhance student motivation, relevance, and learning outcomes.
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