Bridging disciplines: Enhancing integrative thinking via collaborative problem-based learning in higher education

Abstract

Addressing complex challenges requires graduates with integrative thinking, a competency often underdeveloped due to disciplinary silos in higher education. This study compared the effectiveness of structured interdisciplinary Collaborative Problem-Based Learning (CPBL), featuring explicit integration scaffolding, versus a traditional collaborative model in fostering undergraduates' integrative thinking skills. Using a quasi-experimental, mixed-methods design within an interdisciplinary course, integrative thinking was assessed pre/post via a validated performance task, complemented by qualitative data from reflective journals and focus group interviews. Quantitative analysis showed the CPBL group achieved significantly greater gains in integrative thinking. Qualitative analysis revealed that structured scaffolding (particularly a mandatory framework-building phase), navigating disciplinary differences, collaborative dynamics, facilitative instruction, and developing metacognitive awareness were key factors influencing the integration process from student perspectives. Findings indicate that a holistic, structured CPBL approach is a significantly more effective pedagogy than traditional collaboration for enhancing integrative thinking, highlighting the value of intentional design with explicit support for synthesis.