Through multimodal learning, this literature review investigates how engineering graphics is
integrated with art education and drawbacks of straddling disciplinary boundaries. How such
multidisciplinary learning might advantage people in messy real-life situations. At the heart of the
review is synthesis on Key studies: Education that engages multiple senses as well as perspectivesmultimodal learning. By doing so, creativity may be unleashed to flourish, problem-solving skills
honed, and pupils drawn deeper into their subjects than would otherwise be the case. In this way also
student performance will thrive. Of course, these conclusions may already have implications for
educational design by suggesting new paths. The findings underline the relevance of establishing
techniques used by artists in drawing and sculpture to engineering, confuting any suggestion that
creative work is mere window-dressing. They hold out greater certainty than is often imagined that
broad-based really does work. Although the review shows some important findings, it also points to
many areas requiring further research. For example, there is a need to look at long-term impact studies;
another is research about different student groups and practical problems faced by teachers in various
places. Tentative suggestions for future research include making measures that will assess an
interdisciplinary education's full array of skills, studying new teaching techniques using state-of-the-art
technology and investigating ways to improve teacher training. The review concludes that, while still
under development, the integration of engineering and art through multimodal learning has promising
prospects for enriching education and preparing students better for life in today's world.