IN-PERSON MADRID FOCUS ON PEDAGOGY. SECTION B

Abstract

This paper explores the design and impact of an interdisciplinary, authentic assessment module that enables students to integrate knowledge from subject-specific social science modules and apply it to real-world issues of public interest. The module invites students to collaborate in teams to identify a societal challenge, develop a solution, implement their plan, and evaluate its impact. Guided by preparatory lectures, students engage in a structured process of problem scoping, action, and reflection, culminating in a group poster presentation to an academic panel and relevant social stakeholders, alongside an individual reflective project report. The dual focus on authentic assessment and interdisciplinary collaboration encourages students to synthesise theoretical knowledge with practical application, thereby bridging the gap between classroom learning and societal engagement. Through this approach, students enhance key transferable skills — teamwork, analytical reasoning, evaluation, and communication — while developing confidence in applying their academic insights to complex, real-world problems. Crucially, the module aligns with the Inner Development Goals (IDGs), supporting the personal and interpersonal capacities necessary to advance the UN Sustainable Development Goals (SDGs). By embedding these developmental and ethical dimensions into assessment design, the module not only promotes intellectual growth but also fosters a sense of civic responsibility and purpose. This paper discusses the pedagogical framework, assessment structure, and preliminary outcomes of this approach, highlighting its potential to cultivate engaged, reflective, and socially conscious graduates.