The Impact of Interdisciplinary Teaching Behavior and Deep Learning

At present, the evaluation of science, technology, engineering, arts, and mathematics (STEAM) education in college English teaching is still in the exploratory stage. Current research has focused solely on student learning and has addressed only that aspect of STEAM learning. To address this gap, this study integrates deep learning (DL) within the context of cognitive psychology to examine English teaching behavior at a private university. DL originates from the concept of “deep learning” in the fields of education and learning sciences. In this context, DL emphasizes learners' deep understanding, meaning construction, and transfer application of knowledge in the learning process, focusing on cognitive engagement, emotional experience, learning strategies, and the development of higher-order thinking. It is a learning orientation centered on learning quality and learning process. First, the concepts of cognitive psychology, DL, and STEAM education are introduced. Second, in line with cognitive psychology, DL is strategically designed and incorporated into the evaluation of STEAM education. Finally, based on STEAM education, the study explores the current state of English teaching at private universities and uses data from a questionnaire to analyze this situation.