Impact of Collaborative Teaching and Multidisciplinary Projects on Learning and Participation of Pre-University Students in Southeastern Spain (2024)

This study examines the effects of collaborative teaching (co-teaching) and multidisciplinary projects on learning outcomes, motivation, and participation among pre-university students in Southeastern Spain, specifically focusing on students aged 13 to 17 years enrolled in Compulsory Secondary Education (ESO). The research responds to a growing need for innovative teaching methodologies that address diverse student needs and foster inclusive learning environments.The project integrates multiple subjects, including Mathematics, Physics, Computer Science, Art (Drawing), and Technology, aiming to enhance student engagement and comprehension through real-world applications and interdisciplinary connections. Collaborative teaching here involves teachers from different disciplines planning, instructing, and assessing students jointly in a shared project environment, with the objective of boosting academic performance and active participation in class.Findings indicate that co-teaching and multidisciplinary projects not only improve students' academic outcomes but also reduce absenteeism, increase classroom participation, and contribute to a more positive and inclusive learning atmosphere. Key indicators include academic grades, self-reported learning experiences, and engagement metrics, underscoring the potential of co-teaching to promote meaningful learning and increase student motivation.