The demand for interdisciplinary skills in engineering education is on the rise, driven by the evolving business landscape and the need for solutions to complex 21st century challenges. This shift was facilitated by 2011 regulations and guidelines introduced by the Ministry of Education and Research in Norway. These guidelines emphasize Engineering Systems Thinking to help students tackle complex problems holistically, understand technological solutions in a life-cycle context, and recognize their societal and environmental impacts. The University of South-Eastern Norway (USN) has incorporated collaborative interdisciplinary projects into its engineering programs to equip students with valuable skills. In 2015, USN introduced the "Interdisciplinary Project Work" course in the 6th semester for various engineering programs. Over eight cohorts, 1400 engineering students participated in this course, designed to foster interdisciplinary collaboration and problem-solving. The course includes an intensive six-week teaching period followed by a three-month project period, during which students work in interdisciplinary groups on reallife problems commissioned by industrial companies. A survey of former students of the course revealed high satisfaction, with interdisciplinary group composition earning the highest rating. Additionally, students reported significant benefits in their professional careers, particularly in terms of interdisciplinary understanding. All respondents found the course relevant to their jobs, highlighting the practical impact of the skills and knowledge gained. The survey reveals high student satisfaction and notable professional development impacts, a testament to the effectiveness of interdisciplinary project work in engineering education. As discussed, the course's alignment with educational standards fosters essential skills for future challenges. In conclusion, the course's success is evident in its ability to meet the evolving demands of the engineering profession.
