For some professionally, vocationally,
or technically oriented
careers, curricula delivered in higher education establishments may
focus on teaching material related to a single discipline. By contrast,
multidisciplinary, interdisciplinary, and transdisciplinary teaching
(MITT) results in improved affective and cognitive learning and critical
thinking, offering learners/students the opportunity to obtain a broad
general knowledge base. Chemistry is a discipline that sits at the
interface of science, technology, engineering, mathematics, and medicine
(STEMM) subjects (and those aligned with or informed by STEMM subjects).
This article discusses the significant potential of inclusion of chemistry
in MITT activities in higher education and the real-world importance
in personal, organizational, national, and global contexts. It outlines
the development and implementation challenges attributed to legacy
higher education infrastructures (that call for creative visionary
leadership with strong and supportive management and administrative
functions), and curriculum design that ensures inclusivity and collaboration
and is pitched and balanced appropriately. It concludes with future
possibilities, notably highlighting that chemistry, as a discipline,
underpins industries that have multibillion dollar turnovers and employ
millions of people across the world.
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