In this paper, we propose teaching strategies grounded on an interdisciplinary teaching framework based on the holistic concept of soundscape ecology. The study explores the self -perceived level of understanding engineering and music students exposed to the same foundational course communicated and expressed before and after the course. Results showed that the teaching framework chosen provides a good umbrella for teaching technical, contextual and practical topics. Students seem to grasp better courses related to theory and context than practical activities involving detailed analysis and the use of audio software. Multifaceted topics such as sustainability and interdisciplinary were also difficult to grasp for most students. Compared results for music and engineering showed that, while engineering students showed a substantially more robust background in practical activities related to audio, music students were able to easily reach similar levels of knowledge of these topics by the end of the course. As a way of reducing this gap further, future versions of the proposed course should consider ways of blending engineering and music students in the same classroom environment to foster a greater level of collaboration and interaction among students.