An interdisciplinary thesis approach for expanding and enhancing physics content knowledge

Abstract

This study explores a physics-driven interdisciplinary thesis approach adopted in undergraduate engineering programs at the University of Palermo. The initiative is part of an active learning strategy aimed at augmenting and improving physics content knowledge through real-world applications in final-year projects for students in mechanical, electronics, and cybernetics engineering. Over four years of implementation, the approach has shown positive outcomes in enhancing conceptual understanding, critical thinking, and professional readiness. We discuss selected interdisciplinary topics, learning outcomes, an evaluation rubric, and a comparison with traditional thesis approaches. The findings suggest that such interdisciplinary efforts enhance the educational experience and better prepare students for the complex challenges of modern engineering practice, also providing a structured opportunity to deepen their understanding of physics concepts in applied contexts.