This educational innovation project, developed at Universitat Jaume I, aims to enhance interdisciplinary learning by coordinating two core subjects in the degree in Biochemistry and Molecular Biology: Evolution and Biodiversity (first year) and Microbiology (second year). The initiative responds to the pedagogical shift introduced by the European Higher Education Area (EHEA), which emphasizes student-centered learning, critical thinking, and the development of transferable skills.

The project is structured around Problem-Based Learning (PBL), a methodology that encourages students to engage in real-world problem solving through collaborative inquiry. The coordination between the two subjects is designed to create a vertical integration of knowledge, where students apply theoretical concepts from evolutionary biology to practical microbiological challenges. These include the isolation and genomic analysis of microorganisms with potential applications in bioremediation and the development of new antimicrobial agents.

A key feature of the project is the reciprocal exchange of data and experiences between student classes. Microbiological data generated by second-year students are used by first-year students in phylogenetic and biodiversity analyses, fostering a continuous learning cycle and peer-to-peer engagement. This dynamic promotes a deeper understanding of both subjects and reinforces the relevance of interdisciplinary approaches in scientific education.

This coordinated approach introduces several benefits to student learning. It enhances the coherence of the curriculum by connecting theoretical and practical content across academic years, helping students see the relevance and application of basic knowledge. It also fosters a sense of ownership and motivation, as students contribute to and build upon the work of their peers. Furthermore, the project promotes essential skills such as teamwork, scientific communication, and problem-solving, which are critical for future professional and academic success in the life sciences.

Evaluation of the project have included both qualitative and quantitative methods, such as student and professor surveys, analysis of academic performance, and comparison of learning outcomes before and after implementation. The results have demonstrated improved student engagement, enhanced comprehension of complex biological systems, and increased interest for interdisciplinary scientific challenges.

Keywords: Interdisciplinary learning, Problem-Based Learning, Biochemistry, Microbiology, Evolution and biodiversity, Vertical integration.