Citation: Bobek, S.; Zimmermannová, J.; Sternad Zabukovšek, S. Special Issue: Technology-Enabled Interdisciplinary Learning in Economic/Business Studies. Sustainability 2023, 15, 1976. https:// doi.org/10.3390/su15031976 Received: 11 January 2023 Accepted: 17 January 2023 Published: 20 January 2023 Copyright: © 2023 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https:// creativecommons.org/licenses/by/ 4.0/). sustainability Editorial Special Issue: Technology-Enabled Interdisciplinary Learning in Economic/Business Studies Samo Bobek 1 , Jarmila Zimmermannová 2 and Simona Sternad Zabukovšek 1, * 1 Faculty of Economics and Business, University of Maribor, 2000 Maribor, Slovenia 2 Department of Sustainable Development, Moravian Business College Olomouc, 77900 Olomouc, Czech Republic * Correspondence: simona.sternad@um.si; Tel.: +386-2-22-248 Recent developments are transforming teaching paradigms in the area of business and economic studies. Changes are visible in two major areas. Teaching is turning out to be ever more technology-enabled, not just through the use of established e-learning platforms and solutions but also with the use of improved tools and solutions which can be utilised to increase real-life experiences in education courses. On the other hand, technology supported and enhanced teaching in economic and business studies is becoming more and more linked with interdisciplinarity, which has emerged in both economic and business studies. Both changes are also strongly connected with sustainability which appears in economic and business studies as the idea of teaching in a sustainable way, linking the economic and business field with sustainability problems to accomplish interdisciplinarity. The word interdisciplinary is defined in Merriam-Webster’s dictionary as: “Involving two or more academic, scientific, or artistic disciplines” [1]. The keyword discipline has been described as the idea of a topic/subject and the rigour applied, which influences an individual’s specific way of observing the world and behaving in it. Academic disciplines are ‘constructs’ by themselves, which means that they have been developed by scientists researching a distinct field and offer a particular knowledge, i.e., economic and business studies. When interdisciplinary learning (and teaching) is considered, academics are focusing across and beyond the boundaries of knowledge of distinct disciplines, instead having in mind the aim of creating knowledge from various sources. Regarding the discipline of education, Bridges states that: “Discipline meant that enquiry was conducted in accordance with some established rules and procedures which provided the basis for among other things distinguishing truth from falsity, warranted from unwarranted belief. The requirement for disciplined enquiry became translated into the ‘disciplines’ which embodied such enquiry” [2]. The context of using the word discipline is relevant to academic organisations and companies. In higher education organisations, the term academic discipline is related to certain knowledge which includes several building blocks, i.e., epistemology, phenomena, concepts, assumptions, methods, and theories, which are in many aspects different from knowledge in other disciplines [3]. According to this, disciplines emerge and are formed at a certain time and conditions of phenomena are studied, using selected methods and theories [4]. Chettiparamb argues that disciplines and their boundaries are too narrowly formed, which therefore restricts innovation and creativity and, on the other hand, limits reflexivity and engagement with the real world and other disciplines [5]. The appearance of inter- disciplinarity in science and education can be understood as a reaction to the perceived limitations of single disciplines [4–6]. Economic and business disciplines must go beyond the current situation and apply innovative research and teaching methods by integrating them with other disciplines in the areas of social sciences, technology and sustainability. Holley identifies three variants of knowledge production that develop across disci- plinary borders: (1) cross-disciplinarity, (2) multidisciplinarity and (3) transdisciplinarity [7]. Cross–disciplinarity implies that related disciplines are connected to address a problem Sustainability 2023, 15, 1976. https://doi.org/10.3390/su15031976 https://www.mdpi.com/journal/sustainability