Reflective Practice-based Learning Across Technical Educational Disciplines

Students have traditionally been educated within a mono-disciplinary educational program in the technical domain, e.g., as a mechanical engineer or a software engineer.Hence, learning has traditionally taken place in a homogeneous educational setting. However, the development in workplace practice has created an increased demand for students with cross-disciplinary capabilities, especially for educational programmes withinthe technical domain. As a response, students are increasingly engaged in cross-disciplinary educational activities. However, the educational approaches need to adapt to thissituation. One such approach is Reflective Practice-based Learning (RPL).This article aims to contribute to the discussion within RPL, focusing on the approach in across-disciplinary technical educational setting. This article presents a study of a crossdisciplinary educational setting consisting of related technical disciplines and how this influences the individual students' reflection and their cross-disciplinary capabilities. Wefind that working in cross-disciplinary groups consisting of related technical disciplinessupports the student's contextual skills and ability to reflect. Thus, this makes them moreaware of their competencies and capabilities and further strengthens their understandingof their own and related disciplines. However, the findings of this study call for further investigation.