Project-based learning to promote multidisciplinary integration and transferable skills in undergraduate biology students.

The growing interdisciplinarity of biological research calls for pedagogical models that transcend disciplinary silos. Here we report the implementation of a 12-week project-based learning course in the third year of a life sciences bachelor's program. The course aimed to foster multidisciplinary integration and develop transferable skills. A total of 675 students over three academic years engaged in thematic group projects linked to contemporary research topics. Students' perceptions were evaluated through anonymous word cloud activities and structured questionnaires administered at the beginning, middle, and end of the course, as well as via delayed surveys conducted one to two years later. Results indicate strong short-term engagement and significant perceived gains in multidisciplinary skills, alongside transferable competencies including teamwork, organisation and autonomy, bibliographic research, and scientific communication. Long-term feedback revealed more nuanced perceptions regarding explicit recognition of interdisciplinarity and skill transfer. By incorporating the proposed improvements, this course could serve as a ready-to-use model for undergraduate biology programs in other universities.