The Inspiration of Science and Management Education in Environmental Sustainability: An Interdisciplinary Approach to SDG-Driven Experiential Learning

We examine the impact of interdisciplinary, problem-based learning (PBL) on how Management and Chemistry students write. We designed role-plays and debates that required management students to interact in real-time and reflect critically on these experiences. They then collaborated with Chemistry students to solve a problem related to achieving the Sustainable Development Goals (SDGs), such as decontaminating water using locally grown biomass, by integrating human resource management and green chemistry research. Over three years, the experiential nature of the course activities transitioned from virtual to in-person delivery, facilitating real-time interdisciplinary collaborations. Textual analyses of reflections with LIWC-22 showed significant writing improvements, notably in the third year’s in-person and synchronous collaborations. Management students (n=84) increasingly used language reflecting different ways of thinking (β=.75, SE=.28, p=.02) and interest in new knowledge (β=.11, SE=.04, p=.03). Chemistry (n=13) students collaborating synchronously displayed more curiosity in their language (M=2.64, SD=1.42) than those who collaborated asynchronously (M=1.61, SD=1.9). We show that SDG-focused interdisciplinary PBL activities improve students’ writing skills, crucial for sustainability leadership. Our pedagogical approach of designing PBL activities to enhance interdisciplinary collaborations enhances communication and equips students to create context-specific solutions for global sustainability challenges.