Education dimensions of MGI: a question of multidisciplinarity, purpose, and equality

TL;DR

This paper discusses the challenges and opportunities in integrating multidisciplinary, purpose-driven, and equitable approaches into education, especially in materials science, proposing a lab-to-market continuum framework for curriculum development.

Contribution

It introduces a novel framework linking theory, experiment, and data to enhance education in materials science and addresses the need for multidisciplinary and equitable curricula.

Findings

Identifies challenges in aligning research and education timelines.

Proposes a lab-to-market classroom continuum framework.

Highlights implications for K-12 and higher education.

Abstract

This paper identifies the challenges associated with coordinating the development of new research methodologies and an accelerated pace of new discoveries in materials science with slower-evolving textbooks and curricula. The target audience is the undergraduate to post-graduate educational community, but implications for the K-12 pipeline are also considered. This paper proposes a lab-to-market classroom continuum with the theory-experiment-data intersection as the conceptual and content framework where the MGI is likely to unfold.