Project-based learning to promote multidisciplinary integration and transferable skills in undergraduate biology students

The growing interdisciplinarity of biological research calls for pedagogical models that transcend disciplinary silos. Here we report the implementation of a 12-wk project-based learning course in the third year of a life sciences bachelor's program. The course aimed to foster multidisciplinary integration and develop transferable skills. A total of 675 students over 3 academic years engaged in thematic group projects linked to contemporary research topics. Students' perceptions were evaluated through anonymous word cloud activities and structured questionnaires administered at the beginning, middle, and end of the course, as well as via delayed surveys conducted 1 to 2 yr later. Results indicate strong short-term engagement and significant perceived gains in multidisciplinary skills, alongside transferable competencies including teamwork, organization and autonomy, bibliographic research, and scientific communication. Long-term feedback revealed more nuanced perceptions regarding explicit recognition of interdisciplinarity and skill transfer. By incorporating the proposed improvements, this course could serve as a ready-to-use model for undergraduate biology programs in other universities.NEW & NOTEWORTHY How can we break down disciplinary silos in biology? This study presents a project-based learning model implemented over 3 yr with 675 students. By exploring concrete and authentic research topics, students combine multidisciplinary investigation with the development of key transferable skills including teamwork, scientific communication, and autonomy. A practical guide to transforming biology education and better preparing future physiologists for interdisciplinary challenges.