Innovating the classroom: Cross-disciplinary group research pedagogy in Guihulngan City’s undergraduate education

Abstract

This study examines the practice of cross-disciplinary group research pedagogy in Philippine undergraduate education to enhance collaboration, workforce readiness, and alignment with global best practices. Employing a qualitative exploratory case study approach, the research explores the effects of the pedagogical practice, institutional barriers, and proposes localized strategies. Data collection involved purposive sampling of 50 students and 15 faculty members across disciplines. Findings reveal that cross-disciplinary group research practice as a pedagogy improves communication, teamwork, and problem-solving but faces challenges such as rigid curricula, insufficient funding, bureaucratic delays, and limited faculty training. Institutional reforms, including flexible course structures, interdisciplinary research tracks, and industry partnerships, are necessary to strengthen cross-disciplinary initiatives. The study stresses the need for policy support, faculty development programs, and global research collaborations. Addressing these structural barriers will cultivate an innovative learning ecosystem that equips students with critical skills while enhancing Philippine higher education’s global competitiveness.