There have always been questions about what and how we should teach, as well as both student and institutional autonomy.
While there are many examples of cross-disciplinary education through problem-based learning, simulated learning, and case-based learning, these can often be tightly contained within traditional structures and patterns of teaching, leading to disjointed blocks of knowledge that are siloed within modules.
Phenomenon-Based Learning (PhBL) could protect discipline knowledge while empowering students.
In PhBL, students work in groups across disciplines with diverse subject knowledge, skill sets, and social context to explore and create explanations of a selected phenomenon.
Their learning is framed around, provoked, and stimulated by current phenomena, events, concepts, or occurrences. It is multidisciplinary, enquiry-based, student-led, and project-based.
