In the evolving landscape of engineering education, the integration of interdisciplinary learning approaches is increasingly pivotal, particularly within specialized domains like concurrent engineering. This paper explores the implementation and outcomes of interdisciplinary learning in a concurrent engineering course, aiming to equip students with the skills necessary to address complex, multifaceted challenges in modern engineering practice.

Concurrent engineering, characterized by its emphasis on simultaneous collaboration across disciplines throughout the design and manufacturing process, serves as an ideal framework for integrating diverse knowledge bases and perspectives. The course discussed in this paper adopts a holistic approach that encourages students to transcend traditional disciplinary boundaries, fostering an environment where they can harness expertise from various fields such as mechanical engineering, electrical engineering, computer science, and industrial design.

Key to the success of interdisciplinary learning in concurrent engineering is a carefully structured curriculum that not only introduces fundamental principles but also provides opportunities for hands-on, project-based learning. Through collaborative projects, students engage in cross-functional teams, tackling real-world problems that demand integrated solutions. Case studies from the course illustrate how students apply theoretical knowledge to practical scenarios, navigating complexities and refining their problem-solving abilities in a supportive educational environment.

Technological advancements play a crucial role in facilitating interdisciplinary learning. The integration of digital tools, simulation software, and virtual collaboration platforms enhances students' capabilities in modeling, analysis, and communication across disciplines. These tools not only simulate real-world scenarios but also prepare students for the increasingly digitized landscape of engineering practice.

Assessment of interdisciplinary learning outcomes in concurrent engineering encompasses both qualitative and quantitative measures. Beyond traditional exams, assessment methods include peer evaluations, project presentations, and reflections on collaborative processes. Such multifaceted assessment strategies ensure a comprehensive evaluation of students' interdisciplinary competencies, including their ability to communicate effectively, adapt to different perspectives, and synthesize knowledge from diverse domains.

Looking forward, the paper discusses avenues for further enhancing interdisciplinary learning in concurrent engineering education. This includes exploring new technologies, refining pedagogical approaches, and fostering stronger collaborations between academia and industry. As the engineering profession continues to evolve, interdisciplinary learning in concurrent engineering stands poised to play a critical role in preparing future engineers who are not only technically adept but also capable of navigating the complexities of global challenges with creativity and resilience.

Keywords: Interdisciplinary learning, Education, Concurrent engineering.