While interdisciplinary learning focuses on the integration of disciplinary approaches, transdisciplinary looks at how knowledge from beyond the disciplines can be incorporated into student learning. This ultimately stems from the vision that complex problems require a holistic collaboration between both academic and public spheres of knowledge. Here, cultural resources from disciplines, traditions and practices from both inside and outside of academia are synthesized in “problem-based” learning. Some of IATL’s modules offer you the chance to engage with trans- disciplinarity.

Core aspects of transdisciplinary learning include co-creation, dimensional thinking, problem-solving and global citizenry. Transdisciplinary ties to IATL’s Learning Beyond BordersLink opens in a new window core activity, where students and staff are encouraged to bring their unique perspective, knowledge, and experience to the learning environment and to engage wherever possible with learners from different cultures, countries and backgrounds.

Transdisciplinary also connects to decolonizing approaches in higher education that critically examine and question what knowledge is valued in academic spaces in the effort to engage cultural viewpoints and practices excluded from the university.

Through transdisciplinary learning, students are introduced to how they can examine socially relevant issues through participatory approaches that blend different community, professional, and disciplinary practices, bolstering their understanding of globally engaged research and citizenry. A transdisciplinary approach thus fosters a dynamic culture of student-led researchLink opens in a new window and enterpriseLink opens in a new window, where students then can synthesize and apply their learning to delve further into their unique interests to problem-solve.

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Citations:

IBO (2010) The Primary Years Programme as a model of transdisciplinary learning. Cardiff: IBO.

McGregor, S.L.T. (2017) ‘Transdisciplinary Pedagogy in Higher Education: Transdisciplinary Learning, Learning Cycles and Habits of Minds’ in P. Gibbs (Ed.) Transdisciplinary Higher Education. Cham: Springer Verlag. 3-16.