This post offers a glance into the journeys of three different Interdisciplinary Futures undergraduate students so far: Meri Suonenlahti, Zoe Jones and Ruth Raffle. This post belongs to the ‘Navigating complexity through interdisciplinary teaching and learning‘ Hot Topic series.
The Interdisciplinary Futures undergraduate programme began in 2024 at the Edinburgh Futures Institute, with the programme growing year by year. The journey of each student on the programme is a unique one, with each student facing their own challenges and takeaways. Individuality adds to what is so unique about this, we come into the lessons as our whole selves: with our interests; extra-curriculars; personal lives; academic backgrounds; cultural differences; among various other factors. What seems to be in common with many students is the genuine curiosity and openness to learn and challenge themselves. Below, Meri, Zoe and Ruth share their experiences.
Meri Suonenlahti (2nd Year student)
Starting the programme ‘Interdisciplinary Futures’ at the Edinburgh Futures Institute was a true leap into the unknown, filled with excitement as well as curiosity for what’s to come. After I finished high school, I was unsure about which direction to take in my studies, being someone who was interested in everything ranging from politics to arts. I ended-up taking a gap year to figure out my next steps, and almost as it was meant to be I discovered the Interdisciplinary Futures programme. Now, going into the third year of the course, my perceptions of interdisciplinarity have completely shifted, and my eyes have opened to a whole new world within academia. I feel as though I have begun to understand what true collaboration within and outside of academia truly means, whether it is through extensive group work or simply listening to and understanding different perspectives. Interdisciplinarity no longer only means views from different disciplines – as I had thought before. I have come to realise that interdisciplinarity to me is something much more; it is a way of approaching something, collaboration, a mindset, and a curiosity for understanding and learning.
Such a unique programme definitely required some getting used to, and part of the challenge was adapting my mindset to this ‘unconventional’ way of learning such as having a pass/fail system, smaller class sizes, and no exams. The lack of a discipline to fall back on also comes with its challenges at times. However, stepping outside of the confined definitions of a discipline also gives much more freedom. Part of the journey has been internalising that learning is not limited to sitting in lectures and studying material for exams, but it is found within reflection, open conversation, workshops, and in challenging my own personal and my classmates’ views on various topics.
Being the first cohort in the programme naturally comes with its challenges, for example, we do not have an example to follow or students above us to look up to. Yet, exactly this feeling of leading the way into the unknown has been a part of the appeal. Realising that we are contributing to something new and meaningful, and learning invaluable skills that are increasingly relevant in a rapidly changing and unpredictable world, reassures me that taking this leap was the right decision. By the time I graduate, I am confident that I will have the tools to face what is to come head-on. At its best, interdisciplinarity can be the bridge allowing for collaboration and thinking outside the box, which are key competencies needed in tackling pressing current and future global challenges.
Zoe Jones (1st Year student)
Having waited until 33 years old to start university, I wanted a stand-out degree; something that would lead me to bigger things. At my age, I feel that anything you do should be worth doing because life is too short to do things that don’t have a deeper meaning or purpose. Interdisciplinary Futures was worth the wait.
For me, the value of this programme is the space and support it gives me, more than the knowledge; it develops my skills and abilities to engage with what I’m passionate about. I have taken particular interest in recent changes in nature and how that has impacted our expectations of the natural world, such as through a shifting baseline syndrome. I combined what I learned in an elective course about invasive species with an Interdisciplinary Futures lecture and field trip, where we learned about who owns and controls the land. I have created a children’s book to capture different expectations over generations and my own feelings, in an engaging and simple format.
In this programme, we focus on the interconnectedness of different disciplines, often seemingly unrelated. We build bridges to create mutually beneficial, effective implementations through creativity and new directions. Giving students the space and voice to direct their own path builds informed and empowered leaders of change. Our lecturers maintain a non-traditional hierarchy and welcome authentic feedback. We are encouraged to step outside our comfort zone and not be afraid of failure. If we are playing it safe, we are doing it wrong. It’s in the zone of discomfort that we truly find meaningful progress. That said, there have been some students who have left the programme to join another School (as is the case with other degree programmes). This is part of its nature: we know it isn’t for everybody. But for those of us who it suits, we are standing out from the rest, with untethered ways of approaching change and challenge.
Ruth Raffle (2nd Year student)
My Interdisciplinary Futures journey so far has been an exciting and challenging one. When I first arrived in the classroom, sitting amongst a diverse group of students from a wide range of disciplinary backgrounds, I felt overwhelmed by the task ahead of us: collaborating to understand and find solutions to complex global problems. Being amongst a group of such different personalities and perspectives meant it took a while for me to find my feet and voice. However, through the structured classes and group projects we were part of from our first year of study, I gained new confidence in my opinions and skills.
Working with coaches who helped to facilitate discussion on modules, such as Students as Change Agents, allowed me to feel as though my thoughts and ideas were valuable, helping build my confidence in group discussion. Now, two years into my studies, I have formed lifelong friendships with these students whom I would not otherwise have had the opportunity to meet and collaborate with. I have worked on some exciting projects alongside external organisations, such as Childlight, all whilst learning more about myself and others in the process.
Although interdisciplinary study brings with it a whole new set of challenges, to me, it seems that it is vital that we begin to build these bridges across difference, equipping people with the knowledge and skills to communicate effectively with one another, particularly in the face of critical global crises.
Meri Suonenlahti
Meri Suonenlahti is a second year undergraduate student from Finland at the Edinburgh Futures Institute, on the Interdisciplinary Futures course. She is passionate about current global challenges, and how interdisciplinarity can be used to tackle them.
Zoe Jones
Zoe Jones is a first year mature Interdisciplinary Futures undergraduate student, and founder of the Mature & Access Student Society. She is embracing the challenge of studying alongside peers half her age – and loving every minute of it! She thrives on being outside her comfort zone, and is passionate about helping build inclusive, positive spaces wherever she can.
Ruth Raffle
Ruth Raffle is a second year Interdisciplinary Futures student, interested in the role of education in social change. This has inspired her current volunteer work in schools with the NSPCC and on the society committee for Edinburgh Sexpression.
