UTTAR PRADESH JOURNAL OF ZOOLOGY

Interdisciplinary education is becoming increasingly essential in zoology to equip students for complex scientific and real-world challenges. The integration of multidisciplinary approaches—drawing from genetics, bioinformatics, biomechanics, veterinary medicine, and environmental sciences – enhances student learning, engagement, and problem-solving skills. Using a mixed-methods design, this study combined a systematic literature review with a large-scale survey of over 3,500 zoology students and educators across multiple institutions. Data were collected over six months through structured questionnaires and faculty interviews to compare traditional and interdisciplinary teaching models. A comparative analysis of pre- and post-test assessments, engagement surveys, and faculty evaluations revealed a 15% improvement (Table 1) in conceptual application scores for students exposed to interdisciplinary modules (p = 3.48 × 10⁻¹⁹), with the highest gains observed in bioinformatics and biomechanics-based curricula. Engagement levels also increased significantly, averaging 4.8/5 and 4.6/5, respectively (Table 2), compared to 3.4/5 in traditional instruction. Faculty perspectives identified key implementation challenges, including curriculum constraints, faculty training gaps, and resource limitations, which are addressed through modular curriculum redesign, targeted faculty development programs, and digital learning investments. By adopting interdisciplinary educational strategies, zoology programs can better prepare students for careers in research, conservation, biotechnology, and ecological sustainability, equipping them with the skills needed to navigate and address complex global challenges.