Background: Contemporary higher education requires interdisciplinary problem- solving competencies in addition to discipline-specific expertise. Integrating physical therapy, early childhood education, and digital urban construction may offer a novel approach to designing inclusive, safe, and developmentally appropriate spaces. Objectives: To evaluate the effects of a one-day Cross-Problem-Based Learning (Cross-PBL) workshop on teacher-student relationships, learning outcomes, and physical function in university students. Design: Pilot study. Methods: Six healthy male university students (19-23 years; two from each discipline) participated in a 3-hour intensive workshop. Plantar pressure analysis, questionnaires on teacher-student relationships and learning motivation, and reflective reports were collected before and after the workshop. Quantitative data were analyzed using the Wilcoxon signed-rank test (P<.05), and qualitative responses were analyzed descriptively. Results: No statistically significant changes were found in plantar pressure distribution (P>.05). However, tendencies toward change were observed in right foot anterior-posterior load distribution (P=.140) and primary sway axis during eyes-closed standing (P=.157). Questionnaire scores showed ceiling effects (5.0/5.0 pre- and post-workshop), whereas qualitative responses indicated improved teacher-student relationships, enhanced learning motivation, increased body awareness, and greater interdisciplinary understanding. Conclusion: Cross-PBL workshops may strengthen educational relationships, motivation, and interdisciplinary understanding, although short-term physical changes were limited.

INTRODUCTION
METHODS
    Study Design and Participants
    Workshop Program
    Outcome Measurement
    Data and Statistical Analysis
RESULTS
    Participant Characteristics
    Plantar Pressure Analysis
DISCUSSION
CONCLUSION
FUNDING
CONFLICTS OF INTEREST
AUTHOR CONTRIBUTIONS
REFERENCES

• Bokyung Kim(Department of Physical Therapy, Changshin University, Changwon, Republic of Korea)
• Younghae An(Department of Early Childhood Education, Changshin University, Changwon, Republic of Korea)
• Buyeol Yun(Department of Digital Urban Construction, Changshin University, Changwon, Republic of Korea) Corresponding author