Year: 2025
Type: article
Study design: Observational Study
Abstract: Disciplinary differences between academic fields refer to those differences in teaching approaches, course design, and instructional tools but often considered “hard” sciences like physics and engineering, and “soft” sciences such as social sciences and humanities. This study seeks to explore these differences through a quantitative analysis of how course design and teaching tools differ across hard and soft academic disciplines. The research employs a survey-based approach to obtaining data from 240 academics from a few institutions and disciplines. Statistical tests such as t-tests and regression analysis were used to identify and test the difference between the disciplines. The results found that instructors of hard sciences favor the delivery of structured content, emphasize technical skills, standardized assessments, and the use of digital simulation tools. On the other hand, soft sciences integrate collaborative projects, discussion based learning, and experiential methods like case studies for the most part. The findings also showed a significant variation in how technology gets adopted; where hard fields prefer software and digital tools that help with precise measurements and quantitative data analysis, while soft fields tend to prefer platforms that allow for discussion and qualitative analysis.
Author: Walid Assaf
Institution: Lebanese University
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W4412047387