Exploring interdisciplinary collaboration:

Mixed methods insights from a higher education institution study

Abstract

This article presents a mixed-method study exploring interdisciplinary collaboration at Castelo Branco Polytechnic University during the 2022-2023 academic year. The collaboration involves an English for Specific Purposes (ESP) teacher and a content teacher, examining receptiveness to collaboration and the impact of Integrated Content and Language in Higher Education (ICLHE). The study focuses on first-year undergraduate students in the fashion and textile design course, utilising questionnaires developed with Social Cognitive Theory (SCT) and Expectancy-Value Theory (EVT) for validity and reliability. The study provides a broad context based on research on interdisciplinary collaboration and ICLHE. Preliminary qualitative and quantitative analyses reveal significant challenges for students in technical language, underscoring the need for targeted support. The findings indicate a generally positive attitude towards ICLHE and collaborative teaching methods. Additionally, the study highlights how students' self-efficacy, expectancy beliefs, and task values influence their receptiveness and learning outcomes in interdisciplinary settings. The results emphasise the importance of clear learning objectives, active engagement, and adequate resources, suggesting that effective interdisciplinary collaboration can enhance technical language learning and overall educational experiences. These insights offer actionable recommendations for improving teaching practices and fostering successful interdisciplinary initiatives in higher education.