Interdisciplinary Studies in the Humanities

Abstract It is well known that environmental problems, including water crisis, nowadays are much important to natural science as to social science. This research is to study the theoretical relationship between communication and water and the potentialities of water communication as an interdisciplinary area to manage water crisis in Iran. Herve-Bazin ' water communication model as a suitable pattern for depicting the theoretical approaches explaining water communication issues, considers this discipline as an intersection of environment communication, development communication, risk communication, health communication, science communication, public communication, political communication, law and responsible communication. Explaining the various aspects of water issues in Iran, this paper proposes a promoted model containing different theoretical areas on water communication. At the end, it concludes that Iranian environmental journalists and media activists can change the constructivist approaches to water crisis and catch more attention to social and cultural aspects of water crisis by focusing on the strategic communications in designing messages related to water crisis in media outlets.

Abstract The purpose of this study is to explain the prerequisites and mechanism of interdisciplinary curriculum in order to realize comprehensive episteme. The research method in this article is analytical-deductive. Two important questions are going to be answered: "1) What are the prerequisites for interdisciplinary curriculum? 2) What is the mechanism for substantiation in the acquired episteme through interdisciplinary curriculum in higher education?" According to the findings, the most important prerequisite for interdisciplinary curriculum is understanding the importance of interdisciplinarity in learner's self-directing. It is necessary for relevant practitioners to realize that the division of subjects into separate syllabus makes it difficult to connect the concept. The current discipline-based curriculum does not provide learners to develop higher cognitive skills, which neglects dimensions of insight and skills of learning. Also, since comprehensive episteme is learning that includes cognition, insight, and skill,the academic curriculum must be conducive so that learners can reach all aspects of comprehensive episteme. The mechanism of interdisciplinary curriculum is to provide opportunity for discussion and thinking. It is also a means for professors to become acquainted with new teaching methods, make assessment of local and national needs, consider the results within the curriculum content and finally apply an appropriate evaluation method. By using interdisciplinary curriculum, it is possible to realize the comprehensive episteme of the university's prominent goals.

Abstract Despite the acknowledged importance of the undergraduate general curriculum in cultivating interdisciplinary perspectives among students, the underlying rationale behind such curricula in Iran remains unclear. This comparative study explores and evaluates the undergraduate general education curriculum within Iran’s higher education system alongside that of four international institutions: Mount Royal University ((MRU), the University of New South Wales (UNSW), the Polytechnic University (PolyU), and the National University of Singapore (NUS). This study employed a qualitative approach and the data systematically gathered and analyzed by Bereday's four stages method. The findings reveal that, in contrast to the Iranian undergraduate general education curriculum, where students do not have much freedom in choosing subject clusters or course units, the selected universities employ flexible and decentralized curricular structures. Their intended learning outcomes and course offerings encompass a broader and more diverse array of subjects—including personal and organizational development, local, national, and global identities, the natural and mathematical sciences, as well as the arts—all framed within an interdisciplinary orientation. These international curricula are more responsive to both the societal and individual needs of students. In conclusion, the study recommends a comprehensive review and needs assessment of Iran’s undergraduate general curriculum, emphasizing the integration of interdisciplinary approaches to enhance educational quality and ensure alignment with evolving societal demands and stakeholder expectations.