The “Interface” GoetheLab project introduces scientific methods and education for sustainable development through the topic of “Boundaries and Interfaces”.
“One hundred interested students came to our lecture series on a Saturday in mid-March – entirely voluntarily. Unbelievable!” Moritz Bünger, a doctoral candidate in chemistry education, is still enthusiastic about the tremendously positive response to the launch of the “Interface” project in mid-March. The young audience was fascinated by the lectures from the participating disciplines – which included not just the natural sciences, but also the humanities, social sciences, and sports sciences. “So much focused listening, so much curiosity – you sometimes wish for the same in our regular university courses,” chuckles Prof. Dr. Arnim Lühken, Managing Director of the Institute for Chemistry Education. The students register out of intrinsic motivation; participation in the internship is not organized by schools. “At the end of the internship, participants are issued a corresponding certificate, which is a great addition to a personal portfolio,” Lühken explains. Writing a term paper as part of “Interface” is also an option.
A Holistic Approach
Lühken speaks on behalf of the interdisciplinary faculty involved in the “Interface” project, and is supported by his doctoral student Moritz Bünger, who is doing his PhD on “Interdisciplinary Experimentation in Upper Secondary Education.” Bünger explains the focus of his research: “I’m interested in how students can be engaged in the interdisciplinary goal of education for sustainable development (ESD) through the ‘Interface’ project. Our internship doesn’t spotlight a single subject – it’s designed holistically: All participating disciplines, both from the natural sciences as well as the humanities and social sciences, contribute to a specific theme. This semester’s theme is ‘Boundaries and Interfaces.’” Bünger is also examining whether and how students‘ subject interests shift during the internship. The program targets students in or just before the introductory phase of upper secondary school, aiming to support them in selecting suitable advanced-level courses and offering orientation for potential university studies.
The internship, which ties thematically to the lecture series, comprises eight interdisciplinary theme days spread throughout 2025. Activities include hands-on work in labs, outdoor settings, or seminar rooms. “The hands-on work naturally differs by discipline: In chemistry, students go into the lab; in the life sciences, into the science garden; whereas the geoscientists explore Riedberg campus and its surroundings. In human geography, the overarching theme ‘Boundaries and Interfaces’ can be explored from a completely different angle – for example, economic and political boundaries, how they are enforced through border protection, and what this means for asylum policy,” Bünger explains.
Teaching interdisciplinarity means, Lühken and Bünger emphasize, showing students that different scientific fields contribute jointly to solving problems. For instance, in sports science, researching how modern skis can be adapted for different snow and ice conditions requires knowledge about suitable types of wax – something chemistry can provide. Understanding the forces involved in gliding and grip on the slopes, however, falls into the realm of physics.
Not Just STEM Promotion
Is the primary goal of “Interface” to attract young people to the natural sciences? “Of course, as a university, we have a responsibility to help young people develop interest in STEM fields and ideally complete a degree in them. Sadly, our student enrollment numbers have stagnated, and the dropout rate is too high – both developments that we hope our project can help address. But ‘Interface’ is by no means solely about promoting STEM. Education for sustainable development explicitly integrates economic, ecological, social, and political topics into scientific research. That’s also why subjects like human geography are involved – which, incidentally, are also eager to gain more visibility, especially among future university students,” says Lühken.
The “Interface” project is funded by the Evonik Foundation, which approached the university with the desire to support early-career development in STEM fields. Numerous conversations between GoetheLab and the foundation helped shape possible formats and content. “Academia and industry came together here. Naturally, we also looked into what Evonik stands for and what skills are relevant in the professional fields associated with it. That’s very important for students who are thinking about what to study and why,” Lühken says.
GoetheLab hopes to continue the “Interface” project in the coming years, with overarching themes like “Energy” and “Cycles” to follow. “We would be delighted if researchers from disciplines not yet involved would like to contribute,” adds Bünger.
