This paper uses the technology acceptance model (TAM) framework for the research of economic and geography students’ attitudes towards interdisciplinary knowledge. Based on the SmartPLS Structural equation modelling SEM variance-based method, research results were gained through analysis of survey data of economic and geography students. They participated in the Spationomy project in the period of 2017–2019. Online questionnaires were fulfilled before and after students’ participation in the project and their future behavioural intention to use interdisciplinary knowledge was analysed. Based on the research, we can confirm that the Spationomy project has achieved its purpose, as both groups of students (economic and geography students) have acquired interdisciplinary knowledge and students intend to use it also in the future. Therefore, we can argue that the students included in the project in practice gained recognition of systems thinking about the importance of mutual interdisciplinary cooperation towards achieving synergies. The results also show that TAM can be successfully implemented to analyse how students of economics and geography accept the use of interdisciplinary knowledge in the learning process, which is an important implication for management and education as well as from the theoretical implications viewpoint. While effective analysis using TAM has been used successfully and relatively frequently in economics and business field, we have not found relevant examples of its implementation in the broader field of geography. However, the acceptance of geographic information system (GIS) or other information technologies/information software (IT/IS) tool-based approaches of analysis in the geography field may be of most importance. Therefore, also, this represents an important implication for the research area.

中文翻译：

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经济数据的空间探索-洞察学生对跨学科知识的态度

本文使用技术接受模型（TAM）框架来研究 经济和地理专业学生对跨学科知识的态度。在基于SmartPLS结构方程建模的SEM方差分析方法的基础上，通过对经济和地理专业学生调查数据的分析获得了研究结果。他们参加了2017-2019年的Spationomy项目。在学生参与该项目之前和之后都完成了在线问卷调查，并分析了他们未来使用跨学科知识的行为意图。根据研究，我们可以确认Spationomy项目已实现其目的，因为这两组学生（经济和地理学生）都已经获得了跨学科知识，并且学生打算将来也使用它。因此，我们可以争辩说，该项目中包括的学生在实践中获得了对系统的认识，这些系统认为跨学科合作对于实现协同增效的重要性。结果还表明，TAM可以成功实施，以分析经济学和地理学的学生如何在学习过程中接受跨学科知识的使用，这对管理和教育以及从理论意义的角度来说都是重要的。尽管使用TAM进行有效的分析已在经济和商业领域中得到了成功和相对频繁的使用，但我们尚未在更广泛的地理领域中找到实施TAM的相关示例。然而，在地理领域，接受地理信息系统（GIS）或其他基于信息技术/信息软件（IT / IS）工具的分析方法可能是最重要的。因此，这也代表了研究领域的重要意义。