Interdisciplinary Educational Project Promoting Independent Learning and Reading Culture Successfully Implemented at UWED

The English Language Department of University of World Economy and Diplomacy successfully implemented an interdisciplinary educational project within the framework of a PhD research study devoted to enhancing students’ independent learning through interdisciplinary approaches in ESP education.

The project was organized in cooperation with Management subject teachers and focused on strengthening the connection between English language learning and professional economic disciplines. As part of the initiative, students completed an interdisciplinary independent learning task based on reading and analyzing a professional development and management-related book. The task required students to apply concepts studied in their specialty subjects while simultaneously developing English language, analytical, presentation, and critical thinking skills.

The project was designed not only to improve academic competencies, but also to encourage students’ reading habits and independent intellectual engagement. In this regard, the initiative was aligned with the national “Besh Tashabbus” framework, particularly the direction aimed at increasing young people’s interest in reading and promoting meaningful educational activities outside the classroom. At the same time, the project supports the principles of Sustainable Development Goal 4: Quality Education by promoting inclusive, practice-oriented, and lifelong learning opportunities through interdisciplinary and student-centered educational approaches.

During the implementation stage, students independently read selected materials, prepared analytical reflections and presentations, and discussed management-related ideas in English. The collaboration between English language instructors and Management teachers enabled students to approach professional topics from multiple academic perspectives and apply interdisciplinary knowledge in practice.

 As a final stage of the project, a research survey was conducted among participants in order to evaluate students’ and teachers’ perceptions of interdisciplinary independent learning. More than 200 students and 12 teachers took part in the survey. The overall feedback demonstrated a positive attitude toward interdisciplinary assignments and highlighted their effectiveness in increasing motivation, engagement, and professional relevance in the learning process.

 The project outcomes confirmed that interdisciplinary cooperation can significantly contribute to the development of students’ independent learning skills, reading culture, and professional communication competencies in English.

The English Language Department expresses sincere gratitude to all participating teachers, students, and university administration representatives who supported the successful realization of this educational initiative.