PERSPECTIVE
published: 28 April 2021
doi: 10.3389/frsus.2021.631610
Fostering Academic
Interdisciplinarity: Italy’s Pioneering
Experiment on Sustainability
Education in Schools and
Universities
Lorenzo Fioramonti 1*, Claudia Giordano 2 and Francesco Luca Basile 3
1
Department of Political Sciences, University of Pretoria, Pretoria, South Africa, 2 Department of Agricultural and Food
Sciences (DISTAL), University of Bologna, Bologna, Italy, 3 Department of Industrial Chemistry “Toso Montanari”,
Bologna, Italy
Edited by:
Iain Stewart,
University of Plymouth,
United Kingdom
Reviewed by:
David Crookall,
Université Côte d’Azur, France
Federica Doni,
University of Milano-Bicocca, Italy
Tom Kompas,
The University of Melbourne, Australia
*Correspondence:
Lorenzo Fioramonti
lorenzo.fioramonti@gmail.com
Specialty section:
This article was submitted to
Sustainable Organizations,
a section of the journal
Frontiers in Sustainability
Received: 20 November 2020
Accepted: 29 March 2021
Published: 28 April 2021
Citation:
Fioramonti L, Giordano C and
Basile FL (2021) Fostering Academic
Interdisciplinarity: Italy’s Pioneering
Experiment on Sustainability
Education in Schools and Universities.
Front. Sustain. 2:631610.
doi: 10.3389/frsus.2021.631610
The world needs a systemic transformation from a social, economic and environmental
point of view in order to deal with present and future challenges, which are crosscutting
in nature. Education and research can become powerful drivers for this radical change,
provided they can break free from narrow disciplinary approaches and cultivate the
interconnectedness of knowledge. With a view to repurposing teaching and research
toward an integrated approach, Italy has introduced a number of reforms, including a
mandatory module for all schools and an interdisciplinary course for universities, largely
modeled on the interdisciplinary concept of sustainability. Italy was the first country in the
world to do so and the news had resonance throughout the globe, indicating a thirst for
innovative methods in education and research. This article discusses the approach and
the obstacles faced, with the aim of encouraging debate over its structure and contents
and potentially replicating its implementation in other parts of the world.
Keywords: interdiscipinarity, transdisciplinarity, integration, education, schools, university, sustainability
INTRODUCTION
The world needs a systemic transformation from a social, economic, and environmental point of
view in order to deal with present and future challenges, which are crosscutting in nature. This is
clearly indicated by the United Nations, whose The Future We Want declaration acknowledges
“the need to further mainstream sustainable development at all levels, integrating economic,
social and environmental aspects and recognizing their interlinkages, so as to achieve sustainable
development in all its dimensions” (UN, 2012). Against this backdrop, education and research can
be powerful drivers of a systemic transformation (UNESCO, 2019), especially in so far as they
contribute to shift our beliefs, behaviors and approaches, provided we can break free from narrow
disciplinary separation and foster the integration of knowledge.
With a view to repurposing teaching and research toward an integrated approach, Italy has
introduced a mandatory module for all schools and an interdisciplinary course for universities,
largely modeled on the inherent link between interdisciplinarity and sustainability.
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Indeed, there are a number of barriers hindering integration
among disciplines, including standardized education assessment
models, insufficient time and resources, limited knowledge base
and diversity of language and cognitive approaches (Kysilka,
1998; Bradbeer, 1999; Woods, 2007; MacLeod, 2018). School
attainment assessment methods are an important tool for
education advancement, but it has long been noticed that
teachers, whose own evaluation and career expectation often
depend on test results, may focus on increasing success rates
rather than on facilitating higher-order thinking skills, thus
reinforcing disciplinary divisions (Herman, 1992). Moreover,
integrated thinking requires time, which is notoriously in short
supply in schools and universities, especially if one considers that
new syllabi may require approval from the rest of faculty before
they can be introduced, which makes the process particularly
lengthy and uncertain. In many countries, academic work is
often underpaid and devaluated, which discourages innovation
and propensity vis-à-vis new areas of work and experimentation.
Additional barriers include limited knowledge base, as the same
teachers and researchers who should develop interdisciplinary
approaches have been educated mostly within the rigid borders of
disciplines, thus erecting cognitive “walls” around their academic
learning process, resulting in languages that can hardly be
translated into one another. As reported by Annan-Diab and
Molinari (2017), there is a fundamental problem of teacher
training and education, which is still based on traditional
approaches and methodologies. All of this requires a radical
transformation if we are to develop the teaching skills needed
for a new school and university curriculum based on the
“interconnectedness” of knowledge.
It is important to recognize that a number of universities—
almost exclusively in the Anglo-Saxon world—-have made
important strides toward interdisciplinarity over the past decade,
with the emergence of crosscutting teaching and research areas
such as ecological economics, geoethics or sociolinguistics, to
name a few examples (Davè et al., 2016a,b). Moreover, a number
of donors, including private foundations and the European
Union, have launched important research funding programmes
to support, if not full-fledged interdisciplinary projects (Gleed
and Marchant, 2016), at least multidisciplinary endeavors, that
is, research partnerships were different disciplines are involved,
although most of them may still operate in parallel tracks (e.g.,
producing separate outputs). At the same time, despite the
growth of issue-based scientific journals and with the limited
exception of leading interdisciplinary publications like Science
and Nature, most highly-rated publication outlets jealously
defend their disciplinary approach, making it quite hard (if not
impossible) for a mainstream journal to welcome submissions
by authors with a different background, with unorthodox
approaches or focusing on crosscutting topics.
Integrated education and research are not only necessary
for scientific progress, but ever more so to deal with the
complex problems facing humanity, which—by nature—do not
recognize disciplinary or departmental boundaries. In particular,
the compound challenges of climate change and sustainability
require a completely new way of thinking, including new
horizons for interconnected research in a variety of fields,
In this article, we provide a first tentative analysis of this
pioneering approach (the country was the first in the world to
make the study of sustainable development mandatory in all
schools) and highlight the main approach, policy impacts as
well as obstacles. The Covid-19 crisis, which broke out just a
few months after the country had introduced these innovative
reforms, has significantly delayed the implementation process
(schools and universities were shut down for most of 2020 and
2021), thus delaying the timing of the project and the scope of
any possible analysis at this stage. We feel, however, that these
reflections may be very useful to the current debate on how to
repurpose education and research institutions to deal with the
21st century needs and challenges and also to other countries
interested in pursuing similar policies.
FOSTERING INTERDISCIPLINARITY IN
SCHOOLS AND UNIVERSITIES: A BRIEF
REVIEW
Although social and natural processes have always been and
are ever more characterized by systemic dynamics in an age
of globalization and unprecedented impacts of humans on the
biosphere, conventional approaches to education are still largely
based on sectoral knowledge, limited cross-fertilization among
subjects and a lack of understanding of how different areas of
expertise can be integrated to help address societal problems.
The concept of interdisciplinarity is therefore key to repurpose
education institutions with a view to making them more capable
of responding to contemporary pressures and needs (Davies and
Devlin, 2010).
But what is interdisciplinarity? According to Boix Mansilla
et al. (2000, p. 219), interdisciplinarity is defined as “[t]he
capacity to integrate knowledge and modes of thinking in two
or more disciplines or established areas of expertise to produce
a cognitive advancement—such as explaining a phenomenon,
solving a problem, or creating a product—in ways that would
have been impossible or unlikely through single disciplinary
means.” A number of scholars believe that interdisciplinarity
holds forth great promise in so far as it helps teaching and
research connect strands of knowledge with a view to improving
our understanding of complex, multifaceted dynamics (Klein,
1990; Hicks and Katz, 1996; Spelt et al., 2009; Jones, 2010).
Interdisciplinarity has grown in popularity in academic
debates during the past fifty years (Crookall, 2000), shifting
from an intellectual effort to integrate knowledge and freedom
of inquiry to becoming the basis for a purposeful approach
to problem-solving, as demonstrated by Future Earth, a
global network fo scientists linking research and innovation
through an interdisciplinary focus with a view to promoting
sustainability-based solutions (www.futureearth.org). Yet,
despite its potential virtues, a truly interdisciplinary agenda
has thus far struggled to become mainstream (Ledford,
2015). Even when different disciplines collaborate, they
struggle to integrate fully and give birth to new areas of
knowledge, a process perhaps better exemplified by the concept
of “transdisciplinarity” (Choi and Pak, 2006).
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include qualitative dimensions such as the societal effects
and policy use of research. All these shifts were designed to
help liberate academics from the more traditional evaluation
of teaching and research outputs, which generally tends to
exclude any activity that does not fall within the remits of
a narrow understanding of “academic work” by any given
disciplinary sector.
The transformative power of policy incentives and
assessment mechanisms can be further strengthened if the
targets have been socialized within an education process
that upholds interdisciplinarity as an active way of learning.
This is why, together with the Sustainable Development
Universities Network (RUS), we promoted the introduction
of an elective online module for all university students of
all disciplines, shaped around the interdisciplinary nature
of the concept of sustainability, focusing on the intersection of
economic, social and environmental dynamics. This module,
known as “lecture 0,” was designed as propaedeutic to any
course of further specialization, with a view to training
students to think in an integrated fashion across natural and
social sciences.
In order to take the same principle even further, we then
decided to tackle interdisciplinarity at the level of basic education.
Schooling has a number of effects on society’s social capital,
including potential impacts on collective attitudes, behaviors
and lifestyles. A module of civic education was first introduced
in Italy in 1958, as a crosscutting theme focusing on rights,
responsibilities and social norms, but over time it lost popularity
in schools and became a marginal topic, often neglected by
teachers themselves (as it did not require a separate grade
for students).
With the digital revolution and the adoption of the Agenda
2030 by the United Nations, it has become clear that any
approach to the rights and responsibilities in today’s world
cannot be confined to learning parts and processes of the
national legislation. Local actions affect global dynamics,
while global processes reverberate also at the local level.
The concept of “glocal” has thus become central to any
approach to civic education, especially in the digital age,
when the flow of information and the impacts of our actions
inevitably transcend boundaries. Against this backdrop, we
introduced a new mandatory teaching module on “education
to sustainable citizenship,” based on the European Union’s
recommendation on key competences for lifelong and crossdiscipline learning (Council Recommendation of 22 May 2018
on key competences for lifelong learning, 2018) and using the
window of opportunity opened by the crosscutting political
support toward a fundamental revision of the traditional civic
education approach, which led to the approval of the Act.92 of
20 August 2019 by a large majority in parliament (GU (Serie
Generalen195 del 21-08-2019). LEGGE 20 agosto, 2019).
In order to ensure that all components were fully integrated
with each other and synergies across the different topics
were found, a team of pedagogues, professional educators and
sustainable development specialists elaborated a framework
divided into six crosscutting “spheres” of learning, mixing
social and natural sciences and making it adaptable to the
from energy production to ecological protection, from urban
development to societal organization (Bhaskar, 2010; Tejedor
et al., 2018; de Bruin and Morgan, 2019). Despite its obvious
interdisciplinary nature, education for sustainable development
is still often carried out through a specific disciplinary lens:
For instance, as reported by the UNESCO report titled
“Education for sustainable development: a roadmap” (UNESCO,
2020, p. 9) Education for Sustainable Development has been
mostly associated with the teaching of scientific knowledge on
environment in 10 Countries.
SUSTAINABILITY EDUCATION: AN
INTEGRATED FRAMEWORK AND POLICY
APPROACH
Italy is one of those countries in which a rigid separation across
disciplines is deeply rooted. Researchers compete in a tight
publish-or-perish system based on formally defined “sectors,”
which further fragment disciplines into almost 400 relatively
obscure areas of expertise: according to the Ministry of University
and Research, there are currently 383 scientific disciplinary
sectors in Italy (MUR, 2020). These sectors are vital for any
academic, as they dictate the scope of their scientific evaluation,
teaching responsibilities and career prospects. For instance,
research publications falling outside a specific sector may be
excluded from the “national scientific habilitation,” which is the
assessment process all academics must pass to access tenuretrack positions, thus undermining the professional development
of researchers, especially in the early stages of their career.
Moreover, scientific journals are rigidly divided into “tiers”
according to disciplinary preferences, which tends to downgrade
articles published in interdisciplinary outlets, irrespective of their
Impact Factor.
Against this backdrop, when we headed Italy’s Minister of
Education, University and Research in 2018–2019, we introduced
a set of policy reforms designed to create new incentives and
mechanisms for interdisciplinary collaboration and research.
First of all, we discussed with the National University Council,
an elected organism representing university staff and students, a
fundamental simplification of disciplines aimed at overcoming
the bottlenecks of such a multitude of scientific sectors. We
also approached the National Agency for the Evaluation of
Universities and Research (ANVUR), which is the institution
overseeing the assessment of individual researchers as well as
universities as a whole, to request a different approach toward
the so-called “evaluation of the quality of research” (VQR),
with a view to including not only direct teaching and research
outputs, but also broader products of the overall academic
activity, including policy reports, media contributions, patents,
entrepreneurial spin-offs and any activity that benefits the local
community and the population at large (a process known in
Italy as the “third mission” of universities). Finally, we launched
a national online research “repository” where all scientific and
practice-based activities by each individual researcher could be
tracked and assessed in terms of impact, thus going beyond
more conventional parameters such as scholarly citations to
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FIGURE 1 | Framework of education for sustainable citizenship.
various grades in terms of complexity and sophistication, from
kindergarten to high school (Figure 1).
The Washington Post (2019) and The Guardian (2019). It was
mentioned by the UN top leadership, agencies like UNESCO
and it was given significant prominence at the climate summit
COP 25 in Madrid in December 2019. Youth movements like
the Fridays for Future and their spokesperson, Greta Thunberg,
publicly praised the decision as an example for the whole world.
A number of spin-off initiatives were also carried out
autonomously by many schools, which dedicated a special focus
to the detrimental impacts of climate change and how collective
action can help mitigate the most severe effects while adapting to
a different relationship with natural resources. In collaboration
with a number of associations, research institutes and private
companies, thousands of trees were planted in schoolyards
and new collaborative projects were developed with a view to
applying “green” technologies to the school environment, for
instance, to improve the energy efficiency and health profile
of buildings.
During the same period, the RUS network expanded rapidly
from 50 universities in 2017 to almost 80 in 2019 (out of
less than 100 public and private universities overall), 500
members and several working groups, covering topics such
as waste, energy, climate change, food and inclusion and
social justice. In 2019, a “pact for sustainability” was signed
by all university presidents and facilitated by the Ministry
and a national “technopole” for interdisciplinary research on
sustainable development was launched.
Despite the positive reception and the widespread excitement,
policy implementation was not straightforward nor devoid of
complications and bottlenecks. Moreover, the outbreak of the
global COVID-19 pandemic has had a detrimental impact on the
process, with significant delays and shifting priorities. As schools
were closed for most of 2020, the training programmes designed
for the teachers involved in the new sustainable citizenship
module were postponed. As universities limited their teaching
and research activities to the minimum requirements, only a
1. People and their environment. The relation with the
territories: towns, regions and the use/abuse of natural
resources; the role of digital devices in re-defining proximity
and exploring the daily life territory.
2. Interaction among people. The relation with “the others,”
including the virtual community.
3. Citizenship and participation. The relation with institutions,
focusing on rights, active participation and democracy in the
digital age, with a view to building action for change and
sustainability transformation in the local community.
4. Social rights and wellbeing. The relation with personal and
collective needs, including decent work, healthy lifestyles and
the implications of the technological revolution.
5. The global context. The relation with the world, focusing on
international organizations (e.g., the European Union and the
United Nations), including how they manage peace, climate
stability, the Internet, international rights and the role of a
connected, civil society.
6. The shift to a sustainable society. The relation with social
transformation, with a focus on inequalities, consumption
choices and production patterns (from the local to the global).
A DISCUSSION OF PUBLIC RECEPTION,
IMPLICATIONS AND POLICY OBSTACLES
The general audience as well as the academic community
welcomed all changes introduced during our tenure with
excitement, indicating a rather widespread need for innovation
in the field of education and research. Italy’s decision to make the
interdisciplinary study of sustainability mandatory in all schools
and elective at the university level was reported by all major
international newspapers, from The New York Times (2019) to
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research by changing assessment procedures, rewarding
initiatives that had practical impacts and breaking down rigid
disciplinary sectors. Moreover, it introduced new specific
teaching modules conceptualized around the interdisciplinary
field of “sustainability,” becoming the first country around the
world to make the crosscutting study of sustainable development
mandatory for all schools nationwide.
These reforms were welcomed by all sectors of society and
by the academic community at large, with strong reverberations
globally, thus indicating a widespread need for a new approach
to education. However, without dedicated resources (in terms
of funds, time and personnel), it is uncertain whether the
experiment will produce more far-reaching impacts across the
entire education curriculum, influencing how we teach and
research in all areas. This is indeed its ultimate goal: not
simply generate a new field of academic activity but crossfertilize all scientific subjects, toward a new integrated approach
to knowledge.
More research will be needed on this policy experiment when
the current Covid-19 crisis will be over, so as to gauge the extent
to which the approach has been successfully implemented and the
impacts it may have generated on school and university curricula.
It will also be crucial to conduct comparative analyses in other
countries that may be in the process of adopting similar strategies,
while adapting them to different cultural and geographic settings.
minority of RUS members (that is, less than 20 universities) has
introduced a full-fledged “Lecture 0” thus far.
In addition, a change of leadership at the Ministry, which was
split into basic education on the one side and university/research
on the other, caused further delays and some degree of
disintegration of common initiatives. As a result, the reform
of the scientific disciplinary sector is still pending, while the
new national research repository is yet to develop from its
embryonic stage.
Lack of resources was also a significant problem. The 2019
law on education for sustainable citizenship made it clear that
the reform should not have any additional cost for the State and
should not increase the existing workload of teachers. As a result,
schools could not expand their teaching curriculum and had to
carve out one hour per week for the module by reducing other
activities. Without a dedicated cohort of specialized teachers, the
new module was entrusted to personnel already teaching other
subjects, from law and economics to natural sciences and history.
To overcome such “gap” in terms of resources and skills, schools
were requested to appoint a sustainability coordinator in charge
of overseeing the teaching module and the potential spin-off
activities and the Italian Alliance for Sustainable Development
(Asvis) was brought onboard to provide know-how and act as a
reference network for the school community.
CONCLUSION
DATA AVAILABILITY STATEMENT
There is increasing awareness that the challenges of the present
and the future require integrated thinking. In this regard,
education institutions play a pivotal role as they help shape our
understanding of reality and how to act to address problems that
transcend disciplinary boundaries, from climate change to public
health and technological transformation.
To foster interdisciplinarity (that is, the collaboration of
different disciplines) and, ideally, transdisciplinarity (that is,
the creation of new areas of knowledge beyond conventional
disciplines), we need to change practices and incentives in
teaching and research, which are still designed to strengthen
disciplinary segmentation. Moreover, we need to develop new
tools to help socialize students (and teachers) into patterns of
integrated knowledge. It is unlikely that, without policy reforms
in terms of cultural shifts, new practices and different incentives,
our academic institutions will change on their own and, above all,
that they will do so quickly enough to help address current and
future challenges.
Against this backdrop, Italy adopted number of reforms
in research and teaching. It encouraged interdisciplinary
The original contributions presented in the study are included
in the article/supplementary material, further inquiries can be
directed to the corresponding author/s.
AUTHOR CONTRIBUTIONS
LF is the main author of the article and wrote most sections.
CG assisted in the literature review and helped conceptualize the
approach. FB was one of the main architects of the approach
from an implementation point of view and helped develop
the methodology. All authors contributed to the article and
approved the submitted version.
ACKNOWLEDGMENTS
We thank a number of colleagues for support at the Ministry of
Education, University and Research and for their comments to
this article. In particular Nicoletta Cocco, Fulvio Esposito and
Matteo Pietropaoli.
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