Methods of transdisciplinary education

The theory or method used in a transdisciplinary education program is specific to its context. What is important is that learning should be maximised through a process of problem-solving, though this does not need to be specific to the content or disciplines engaged. The aim should rather be to support the deconstruction followed by the reconstruction of integrative knowledge—disciplinary expertise specific to the problem at hand (Fam et al. 2018). In the context of higher education, programmes should be designed so that students frame the problem, and are provided with diverse conduits through which to gain transdisciplinary knowledge, both through academic contexts and through direct contact with non-academic stakeholders (Pearce et al. 2018).

Here we highlight several methods of transdisciplinary education, each adopting slightly different approaches and pursuing slightly different goals.

(1) Lang et al. (2012) and Jahn et al. (2012) apply three phases for a transdisciplinary research process in transdisciplinary education.

  • Phase A consists of collaborative problem-framing and the building of a collaborative research team.
  • Phase B involves the co-creation of solution-oriented and transferable knowledge through a process of collaborative research.
  • Phase C re-integrates and applies the co-created knowledge.

For example, in Community Engaged Learning: students, teachers and social partners frame a problem together (Phase A); work together in seeking creative solutions to the problem (Phase B); and apply said solutions to the problem identified (Phase C).

Muller et al.'s approach to transdisciplinary education using a helix, which demonstrates that the cycle has no defined beginning or end

(2) Müller et al.’s (2005) approach to transdisciplinary education also involves a three-stage learning cycle, with learning happening through continuous interactions between internal interpretations ad external actions. Their model consists of creative, descriptive, and normative steps.  At the creative stage, each participant arrives with their own purpose, knowledge, and interpretations of the world.

At the descriptive stage, the participants are informed by their internal perspectives, and pose actions (which can include the verbal articulation of their ideas) which are observed and described by each participant. At the normative stage, a convergence of viewpoints is found, inspiring the creation of new knowledge, ideas, and concepts. The approach is represented using a helix which demonstrates that the cycle has no defined beginning or end.

(3) Fam et al. (2018) have outlined meta-considerations for introducing interdisciplinary programmes, which can also be applied to transdisciplinary education:

  • Creating an interdisciplinary community and culture
  • Engaging interactively with industry and external stakeholders
  • Understanding of external market dynamics
  • Planning for successful governance
  • Designing courses with flexibility in options, teaching methods, and subject selection in order to cater to diverse needs
  • Ensuring quality, rigor, and relevance