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DOI: https://doi.org/10.46502/issn.1856-7576/2022.16.03.7
A transdisciplinary approach to teaching and building a
higher education system
Un enfoque transdisciplinario para la enseñanza y la construcción de un sistema
de educación superior
Larysa Udovychenko
l.udovychenko@kubg.edu.ua
https://orcid.org/0000-0002-5698-557X
Doctor of Pedagogical Sciences, Professor, Department of Ukrainian Literature, Comparative
Studies and Grinchenko Studies, Institute of Philology, Borys Grinchenko Kyiv University, Kyiv,
Ukraine.
Iryna Pyatnitska-Pozdnyakova
musik_prof@ukr.net
https://orcid.org/0000-0002-7211-1602
Doctor of Art Studies, Associate Professor, Department of Musical Art, V. O. Sukhomlinskyi National
University of Mykolaiv, Mykolaiv, Ukraine.
Iryna Skliar
irinaskl08@ukr.net
https://orcid.org/0000-0002-1660-3899
Candidate of Philological Sciences, Associate Professor, Docent, Ukrainian Philology Department,
Faculty of Social and Linguistic Communication, Horlivka Institute for Foreign Languages of the
State Higher Educational Institution "Donbas State Pedagogical University", Dnipro, Ukraine.
Andriy Pavliv
apavelli1116@gmail.com
https://orcid.org/0000-0002-6149-2972
Doctor of Architecture, Associate Professor, Department of Design and Architecture Fundamentals,
Institute of Architecture and Design, Lviv Polytechnic National University, Lviv, Ukraine.
Olena Fonariuk
f-ev@i.ua
https://orcid.org/0000-0001-7879-5884
Candidate of Pedagogical Sciences, Associate Professor, Department of Algebra and Geometry,
Faculty of Physics and Mathematics, Zhytomyr Ivan Franko State University, Zhytomyr, Ukraine.
Recibido: 14/05/22
Aceptado: 26/08/22
Abstract
Transdisciplinarity in higher education involves the formation of competence that enables the
practical use of acquired knowledge, skills, and abilities from various disciplines in order to
solve applied problems. The purpose of the academic paper lies in highlighting the features
of using the transdisciplinary approach in the modern system of higher education. The present
research is based on the transdisciplinarity concept as a way of solving complex social
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problems due to the properties and competencies of the individual to use knowledge, skills
and abilities for solving complex problems. Results. Transdisciplinarity (TD) in the system of
higher education is manifested as a form of education that ensures the formation of
competence in specialists for solving complex problems based on a holistic approach and
knowledge that is on the border of different disciplines. It has been revealed that TD is a new
form of problem solving due to the specialist’s transdisciplinary knowledge and his
competence to apply it to the existing problem in the subject area. Thus, transdisciplinarity in
higher education is the formation of knowledge, skills and abilities in order to find a way for
solving complex social problems. Higher educational institutions form transdisciplinary
competence as a personal quality.
Key words: transdisciplinarity, higher education system, transdisciplinary competence,
specialists’ competencies.
Resumen
Para superar con éxito los desafíos de un entorno externo dinámico, los especialistas de
diversas esferas de la vida deben poseer un conjunto ampliado de competencias y un alto
nivel de flexibilidad. La transdisciplinariedad en la educación superior implica la formación de
competencias que permitan el uso práctico de los conocimientos, habilidades y destrezas
adquiridos en diversas disciplinas para resolver problemas aplicados. El propósito del artículo
académico radica en resaltar las características del uso del enfoque transdisciplinario en el
sistema moderno de educación superior. La presente investigación se basa en el concepto
de transdisciplinariedad como forma de solución de problemas sociales complejos debido a
las propiedades y competencias del individuo para utilizar conocimientos, habilidades y
destrezas para la solución de problemas complejos. El método de análisis de contenido se
ha utilizado en el curso de la investigación con el fin de estudiar cualitativamente el concepto
de transdisciplinariedad del sistema de educación superior. Resultados. La
transdisciplinariedad (TD) en el sistema de educación superior se manifiesta como una forma
de educación que asegura la formación de competencias en especialistas para la solución
de problemas complejos a partir de un enfoque holístico y de conocimientos que se
encuentran en la frontera de diferentes disciplinas. Se ha revelado que el TD es una nueva
forma de resolución de problemas debido al conocimiento transdisciplinario del especialista
y su competencia para aplicarlo al problema existente en el área temática. Así, la
transdisciplinariedad en la educación superior es la formación de conocimientos, habilidades
y destrezas con el fin de encontrar el camino para la solución de problemas sociales
complejos. Las instituciones de educación superior forman la competencia transdisciplinar
como una cualidad personal.
Palabras clave: transdisciplinariedad, sistema de educación superior, competencia
transdisciplinar, competencias de los especialistas.
1. Introduction
In order to successfully overcome the challenges of a dynamic external environment,
specialists from various spheres of life should possess an expanded set of competencies
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and a high level of flexibility. In addition to experience and knowledge in the professional
field, specialists should develop personal, creative, systemic, social-cultural skills in
various disciplines with the possibility of their integration in their own activities. Such
necessity arises in accordance with the goals of sustainable development, the emergence
of complex problems requiring knowledge, abilities, skills from various disciplines
(Risopoulos-Pichler, Daghofer & Steiner, 2020). In response to such needs, the
transdisciplinary approach is becoming more and more relevant as an integral component
of the disciplinary approach, which involves the formation of the skill of adaptation,
flexibility of specialists to the changing requirements of professional life, focused on the
actualization of internal capabilities (Nicolescu, 2011). Therefore, higher educational
institutions should integrate transdisciplinary knowledge into the education system in
order to train specialists capable of solving complex problems of sustainable
development. The formation of this type of knowledge requires multidimensionality of the
educational process and redefining the values of higher education (Nicolescu, 2012).
Transdisciplinarity is considered as a competence to ensure sustainability, which
specialists develop as a personal skill in the process of undergoing educational programs
(Tejedor, Segalàs & Rosas-Casals, 2018).
The purpose of the academic paper lies in highlighting the features of using the
transdisciplinary approach in the modern system of higher education.
2. Literature Review
Transdisciplinarity in its various manifestations has gained popularity in higher education
as a way to solve complex societal problems (Jia, Wang & Fengting, 2019) by enabling
the productive crossing of boundaries between different fields of knowledge and
communities of practice (van Baalen, de Groot & Noordegraaf-Eelens, 2021).
Transdisciplinarity is a research strategy that crosses the disciplinary boundaries of
different sciences in order to form a complex, holistic approach to problem solving. This
refers to investigations focusing on problems that cross the boundaries of two or more
disciplines (Battisti, 2018). For instance, this approach is effective when investigating the
effectiveness of information systems for conducting biomedical research (bioinformatics),
based on concepts or methods that were originally developed within one discipline, but
later began to be used by several others. Ethnography, which uses a field research
method originally developed in anthropology, can also serve as an example. This
research method is also used, for example, in epidemiology. Therefore, the
transdisciplinary approach provides scientists with inputs and methods, facilitating a
systematic way of solving a problem.
Transdisciplinary education is an education that harmoniously combines various
disciplines towards building new knowledge and forming cognitive abilities, stable
knowledge and skills in an individual. “Transdisciplinarity” characterizes such studies that
go “through”, “across” disciplinary boundaries; they go “beyond” specific disciplines. Joint
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research projects are called the transdisciplinary ones (Muller & Flohr, 2016).
Transdisciplinarity in science is a higher stage of research, which is not limited to
interdisciplinary connections, but transfers them to the middle of the global system,
without strict boundaries between disciplines. This is the way the principle of scientific
research was designated, which describes programs of a scientific approach towards
problems going (transcending) beyond the boundaries of established academic
disciplines. This process also occurs in accordance with the growth in the number and
spread of the influence of convergent technologies. Mastering the ideology of
transdisciplinarity should mean the ability to implement such research strategies that take
into account the multi-level and complexity of reality, know how not to oppose, but to
introduce the complementarity principle. Needless to say, this requires certain thinking
skills, the use of cognitive techniques on the part of researchers (Christensen et al.,
2006).
In the second meaning, transdisciplinarity is understood as a personal property, the
competence of a “generalist”, and is interpreted as a high level of versatility, universality
of knowledge of a specific person. Let us emphasize the obvious importance of
educational technologies in this personalized direction of transdisciplinarity. It can be
immediately noted that the task of higher education can be considered the formation of a
personality with such integrative skills and competencies.
Table 1.
Five examples of how TD is conceptualized
Author
Paper category
TD concept
Muller &
Flohr (2016)
Paper reviewed
academic paper
(case study)
TD use for describe the effort to achieve deeper understanding
and cooperation in addressing problem situation within complex
system. TD essentially concerns the articulation between
disciplines, rather than their relations, as is the case with pluri and
interdisciplinary.
Shin et al.
(2006)
Conference paper
(case study)
TD is defined as new form of learning and problem solving
involving cooperation among different part of society and
academia in order to meet complex challenges
Hugill &
Smith (2013)
Peer-reviewed
academic paper
(case study)
TD is between disciplines across the different disciplines and
beyond all disciplines. It encourage an active engagement with
real-world problem, a transformative practice and a constructive
approach to problem-solving
Al-Hagla
(2012)
Peer-reviewed
academic paper
(case study)
Four features od TD: it develops a distinct but evolving framework
to guide problem-solving efforts; the solutions involve movement
in many directions; theoretical and empirical work; the diffusion
and dissemination of new knowledge to participants that take
place through rather than after this process; it is dynamic and
constantly evolving.
Stenberg &
Fryk (2012)
Peer-reviewed
academic paper
(case study)
TD implied that all actors – professionals working in the academic,
public and private sectors as well as members of civil society –
are considered knowledge producers, bearers, and users.
Source: Van Baalen, De Groot & Noordegraaf-Eelens (2021).
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Balsiger (2015) proposes four types of transdisciplinarity (soft, hard, inclusive and
reflexive) in order to identify ways for moving from one type to another in changing
circumstances towards ensuring the collaboration of interested parties and knowledge
integration opportunities. Hampson, Gregor & Assenza (2013) have integrated the
advanced concepts of complexity, integration, resilience, and deep learning (including
intersectoral learning). The latter concept (that is, deep, intersectoral learning) has
inspired and contributed to the emergence of transdisciplinarity, the creation of “new,
small, adaptive “interspaces” between higher education and other sectors of the society”.
McGregor & Volckmann (2013) argue that transdisciplinarity is the best way to create
interdisciplinary spaces to enable deep, intersectoral learning and deep, complex,
integrative knowledge generation in order to address the challenges facing humanity in
the XXI century (McGregor & Volckmann, 2013).
3. Methodology
The present research is based on the transdisciplinarity concept proposed in the scientific
works of Shin et al., (2006), van Baalen, de Groot & Noordegraaf-Eelens (2021), who
define TD “as a new form of learning and problem solving involving cooperation among
different parts of the society and academia in order to meet complex challenges”, a
method of solving complex social problems. The interpretation of transdisciplinarity as
values of the individual, the person’s competencies has been used in the course of the
research (Tejedor, Segalàs & Rosas-Casals, 2018). Such approach has made it possible
to reveal the features of using the transdisciplinary approach in the modern system of
higher education in Ukraine.
The content analysis method for the qualitative study of the concept of transdisciplinarity
of higher education has been used in the course of the research. In order to conduct the
analysis, competencies (knowledge, abilities, and skills) have been used, which are
enshrined in the National Qualifications Framework of Ukraine in accordance with 5‒
8 educational and qualification levels (EQL). Content analysis also has made it possible
to identify the competencies that are formed in specialists, in accordance with the
transdisciplinarity concept. By the way, the present academic paper article analyses the
Standards of higher education of Ukraine: first (bachelor’s), second (master’s) and third
level (doctor of philosophy degree), in the field of knowledge 05 “Social and behavioural
sciences”, speciality 051 “Economics”.
4. Results
In the National Strategy for the Development of Education in Ukraine for 2012-2021, one
of the main tasks is the development of standards of higher education, oriented on the
competence-based approach, which will be coordinated with the new structure of
educational and qualification (educational and scientific) levels of higher education and
with the National Framework of Qualifications (NFQ).
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In the NFQ, transdisciplinarity is defined as the competence (combination of knowledge,
abilities and skills) of a professional, which is formed at 5‒8 educational and qualification
levels (Table 2). The evidences of using the transdisciplinary approach in the higher
education system of Ukraine, in particular, are as follows:
1) the introduction of a competence-based approach to learning;
2) the determination of a set of knowledge, abilities, skills that should contribute to solving
complex problems, problems in specialized areas of professional activity, contribute
to the formation of creative solutions, the development of cognitive abilities;
3) the determination of integral, general and professional competencies, from among
which the following ones are important, namely: critical thinking, communication, the
ability to integrate knowledge and solve complex problems in broad or multidisciplinary
contexts (the 7th level), critical analysis, evaluation and synthesis of new and complex
ideas (the 8th level).
Thus, in the system of higher education of Ukraine, the transdisciplinary approach is used
to a greater extent in the course of training of specialists of the 7th and 8th qualification
levels, who possess knowledge on the border of disciplines and can generate new
knowledge, ideas.
Table 2.
Description of qualification levels and their corresponding competencies of specialists
Level
Knowledge
Skills/Abilities
Communication
5
Comprehensive
specialized empirical
and theoretical
knowledge in the field
of study and/or
professional activity,
awareness of the limits
of this knowledge
a wide range of cognitive and
practical abilities/skills necessary
for solving complex problems in
specialized areas of professional
activity and/or education; revealing
creative solutions or answers to
well-defined concrete and abstract
problems based on the
identification and application of
data;
planning, analysis, control and
evaluation of one’s own work and
the work of others in a specialized
context;
interaction with
colleagues, supervisors
and clients on issues
related to understanding,
skills and performance in
the professional field
and / or in the field of
study; conveying one’s
own understanding,
knowledge, judgments,
experience to a wide
range of people
(colleagues, managers,
clients), in particular’ in
the field of professional
activity;
6
Conceptual scientific
and practical
knowledge, critical
understanding of
theories, principles,
methods and concepts
in the field of
professional activity
and/or education
advanced cognitive and practical
skills/abilities, mastery and
innovation at the level necessary
for solving complex specialized
tasks and practical problems in the
field of professional activity or
education
conveying information,
ideas, problems,
solutions, one’s own
experience and
arguments to specialists
and non-specialists, data
collection, interpretation
and application;
communication on
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professional issues,
including in a foreign
language, orally and in
writing;
7
Specialized conceptual
knowledge that includes
current scientific
achievements in the
field of professional
activity or field of
knowledge and is the
basis for original
thinking and conducting
research, critical
understanding of
problems in the field
and at the boundaries
of fields of knowledge
specialized skills/problem-solving
skills necessary for conducting
research and/or carrying out
innovative activities in order to
develop new knowledge and
procedures; the ability to integrate
knowledge and solve complex
problems in broad or
multidisciplinary contexts; the
ability to solve problems in new or
unfamiliar environments in the
presence of incomplete or limited
information, taking into account
aspects of social and ethical
responsibility;
clear and unambiguous
presentation of own
knowledge, conclusions
and arguments to
specialists and non-
specialists, in particular,
to persons who are
studying
8
Conceptual and
methodological
knowledge in the field
or on the border of
fields of knowledge or
professional activity
specialized abilities/skills and
methods necessary for solving
significant problems in the field of
professional activity, science
and/or innovation, expansion and
reassessment of already existing
knowledge and professional
practice; initiating, planning,
implementing and correcting a
consistent process of thorough
scientific research with due
academic integrity; critical
analysis, evaluation and synthesis
of new and complex ideas;
free communication on
issues related to the field
of scientific and expert
knowledge with
colleagues, the wider
scientific community,
society as a whole; the
use of academic
Ukrainian and foreign
languages in
professional activities
and research;
Source: Verkhovna Rada of Ukraine (Resolution of the Cabinet of Ministers of Ukraine
No. 1341, 2022).
Competence-based approach is the focus of the educational process on achieving
results, which are hierarchically subordinated competencies as follows: key, integral,
general and special (professional). The strategy of modernization of the Ukrainian
education has laid core competencies (CCs) as the basis of the updated content of
education. The main result of the activity of the HEI should be a set of state-declared CCs
in the intellectual, social-political, communication, and information spheres. CCs are
represented through various universal mental means, tools (ways, methods, techniques)
of achieving goals (results) by a person that are significant for him. Every member of the
society, to one degree or another, should master the CCs. CCs provide an opportunity
for a person to achieve results in uncertain, problematic situations; solve problems
independently and in cooperation with others; cope with situations for which there is no
complete set of developed tools. The definition and selection of CCs is carried out by
consumers of educational outcomes on the basis of sociological research and public
discussion and depends on the abilities and qualities that are currently valuable in this
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society. In the modern Western society, the normative basis for the selection of CCs is
the basic principles of human rights, democratic values and goals related to the
sustainable development of CCs, which are manifested and acquired by a person in
activities that have value for him.
The standards of higher education contain competencies that determine the specifics of
the training of specialists in the speciality 051 “Economics” and learning outcomes that
express exactly what a student should know, understand and be able to do after
successfully completing the educational program. They are mutually agreed upon and
correspond to the descriptors of the National Qualifications Framework. Institutions of
higher education independently determine the list of disciplines, practices and other types
of educational activities necessary for acquiring the competencies defined by the
Standards. The lists of competencies and learning outcomes given in the Standards are
not exhaustive. Institutions of higher education may indicate additional competencies and
learning outcomes when forming the profile of educational programs (curricula). Teaching
and learning involves a combination of lectures, practical and laboratory classes,
consultations, independent work on solving applied problems, fulfilment of coursework
and projects, performance of bachelor’s qualification work. The ultimate goal of the
educational programs is the training of specialists – the possession of modern economic
thinking and the relevant competencies necessary for the successful performance of
professional duties in the field of economics.
According to the Standard of Vocational Pre-Higher Education, from among the
competencies of a specialist, which testify to the use of transdisciplinarity in higher
education, the following ones should be highlighted, namely:
1) integral as the ability to solve typical specialized tasks and practical problems in the
economic sphere or in the learning process;
2) general;
3) special or professional ones.
As evidenced by the data in Tables 3–5, a higher education and qualification level (EQL)
corresponds to a higher level of specialist’s competence.
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Table 3.
List of competencies of a professional junior Bachelor in Economics
Competence
Essence
Integral
competence
The ability to solve typical specialized tasks and practical problems in the
economic sphere or in the learning process, which requires the application of
the provisions and methods of economic science, and may be characterized
by certain uncertainty of conditions; the ability to bear responsibility for the
results of their activities; exercise control over other persons in certain
situations.
General
competencies
GC 5. The ability to search, process and analyse information from various
sources.
GC 6. The ability to apply knowledge in practical situations.
GC 7. The ability to use information and communication technologies.
Special
competencies
SC 1. The ability to identify information and understand the problems of the
subject area, the basic principles of the functioning of the modern economy.
SC 4. The ability to conduct an economic analysis of the functioning and
development of economic entities.
SC 5. The ability to plan the activities of economic entities in the conditions of
a changing environment.
SC 6. The ability to solve professional tasks related to the organization of the
activities of individual divisions of economic entities.
SC 7. The ability to perform tasks related to the functioning of the management
system of economic entities.
SC 8. The ability to justify economic decisions based on an understanding of
the regularities of economic systems and processes.
SC 9. The ability to carry out activities in the interaction of business entities.
SK 10. The ability to identify problems and propose ways to solve them during
the analysis of specific situations of an economic nature
Source: Ministry of Education and Science of Ukraine (MES, 2022 a).
Integral competence reflects the key goal of training a specialist – the comprehensive
solution of complex problems and tasks, which corresponds to the goals of
transdisciplinarity in higher education.
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Table 4.
List of competencies of a Master’s Degree in Economics
Competence
Essence
Integral
competence
The ability to identify and solve complex economic tasks and problems, to
make appropriate analytical and managerial decisions in the field of economics
or in the learning process, which involves conducting research and/or
implementing innovations under uncertain conditions and requirements.
General
competencies
GC1. The ability to generate new ideas (creativity).
GC2. The ability to abstract thinking, analysis and synthesis.
GC5. The ability to work in a team.
GC6. The ability to develop and manage projects.
GC8. The ability to conduct research at the appropriate level.
Special
competencies
SC3. The ability to collect, analyse and process statistical data, scientific and
analytical materials, which are necessary for solving complex economic
problems, to draw reasonable conclusions based on them.
SC4. The ability to use modern information technologies, ways and methods of
research of economic and social processes, adequate to the established
research needs.
SC6. The ability to formulate professional tasks in the field of economics and
solve them, choosing the appropriate directions and appropriate methods for
their solution, taking into account the available resources.
SC7. The ability to substantiate management decisions regarding the effective
development of economic entities.
Source: Ministry of Education and Science of Ukraine (MES, 2022 b).
Special (professional) competencies include an interdisciplinary approach – the ability to
use the provisions and research methods of mathematics, statistics, management,
economic analysis, etc. in order to solve problems in various professional spheres of
activity and to use information and communication technologies.
Table 5.
List of competencies of a Doctor of Philosophy in Economics
Competence
Essence
Integral
competence
The ability to produce new ideas, solve complex problems in the field of
economics, as well as conduct one’s own scientific research, the results of
which have scientific novelty, theoretical and practical significance, which
involves a deep rethinking of existing and the creation of new holistic
knowledge and/or professional practice.
General
competencies
GC01. The ability to abstract thinking, analysis and synthesis.
GC02. The ability to search, process and analyse information from various
sources.
GC03. The ability to work in an international context.
GC04. The ability to generate new ideas (creativity).
GC05. The ability to solve complex problems of the economy on the basis of
a systematic scientific worldview and a general cultural outlook while
observing the principles of professional ethics and academic integrity.
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Special
competencies
SC01. The ability to conduct original research, achieve scientific results that
create new knowledge in economics and related interdisciplinary areas, and
can be published in leading scientific publications in economics and related
fields.
SC03. The ability to use modern methodologies, methods and tools of
empirical and theoretical research in the field of economics, computer
modelling methods, modern digital technologies, databases and other
electronic resources, specialized software in scientific and scientific-
pedagogical activities.
SC05. The ability to identify, conduct in-depth analysis and solve problems of
a research nature in the field of economics, taking into account economic risks
and possible social-economic consequences, to evaluate and ensure the
quality of performed research, including on issues of European and Euro-
Atlantic integration.
SC06. The ability to substantiate and prepare economic decisions based on
an understanding of the patterns of development of social-economic systems
and processes using mathematical methods and models.
SC07. The ability to initiate, develop and implement complex scientific projects
in the economy and interdisciplinary approaches related to it, to show
leadership and responsibility in their implementation; commercialize the
results of scientific research and ensure compliance with intellectual property
rights.
Source: Ministry of Education and Science of Ukraine (MES, 2022 c).
The framework of problem-solving competencies states that solving complex problems,
such as those achieved through innovative business processes, requires a dynamic and
holistic interaction of the following factors of professional competence in the field, namely:
1) specific knowledge, skills, abilities, and methods (by contrast with the other four
dimensions of competence, this focuses on specific disciplines or areas);
2) systemic competence, that is, understanding and working with complex processes,
events and systems; this includes designing problem-solving processes and choosing
the methods to be applied);
3) sociocultural competence, that is, the ability to cope with different social and cultural
conditions as part of effective processes of communication and interaction between
disciplines and between organizations and interested parties;
4) personal competence, that is, a person’s ability to reflect and develop personally;
5) it is also a necessary condition of sociocultural competence; and creative competence,
that is, the ability to create new, original solutions for undefined, open problems as a
prerequisite for the development of innovation; it goes beyond routine problem solving.
5. Discussion
The conducted research confirms the conclusions that transdisciplinarity in the system of
higher education is manifested as a form of education, which ensures the formation of
competencies in specialists to solve complex problems based on a holistic approach and
knowledge that is on the border of different disciplines. As in the scientific works of Shin
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et al., (2006), van Baalen, de Groot & Noordegraaf-Eelens (2021), in the course of the
present research, it has been empirically found that TD is a new form of problem solving
through the transdisciplinary knowledge of a specialist and his competence to apply them
to an existing problem in the subject area. Thus, transdisciplinarity in higher education is
the formation of knowledge, skills and abilities in order to find a way to solve complex
social problems. Higher educational institutions form transdisciplinary competence as the
value of the personality (Tejedor, Segalàs & Rosas-Casals, 2018).
Transdisciplinarity has emerged in response to criticism of the standard set of knowledge
in the disciplines of the curricula of HEIs. The problem of using the acquired knowledge
in the process of learning in practice is still relevant. This problem especially concerns the
using of acquired knowledge from various disciplines for solving issues in professional
activity. In the 1970s, for the first time, discussions about such a problem were heard
between scientists and practitioners in the process of planning of curricula. In the 1990s,
transdisciplinarity is again considered as a relevant approach in higher education for
solving new, complex, global problems (climate change and sustainable development,
problems in various spheres of the society, including science, technology, and social
problems, political, economic). Currently, transdisciplinarity is characterized by a focus
on problems that require creative solutions, the involvement of various interested parties
and socially responsible science (Bernstein, 2015).
Despite the relevance of transdisciplinarity, single-disciplinary courses still prevail in
higher educational institutions (Vienni Baptista & Rojas-Castro, 2020). Exceptions are
such interdisciplinary courses as philosophy, planning, which are integrative disciplines.
Scientists note that the creation of transdisciplinary teams in practice does not provide a
solution to the problem (Max-Neef, 2005). By the way, it is difficult to create a
transdisciplinary environment within higher educational institutions (McWilliam, Hearn &
Haseman, 2008). This may be due to the fact that transdisciplinarity involves the formation
of the skill of adaptation and constant flexibility in specialists, but not every individual has
the ability to develop such a skill (Psycharis et al., 2018). The selection of specialists in a
transdisciplinary team should include an assessment of adaptability and flexibility, which
is currently absent in universities.
Higher education should provide an opportunity to become familiar with transdisciplinary
ideology, interdisciplinary methods (Tasdemir & Gazo, 2020). The system of higher
education, despite constant reforms, is still quite inert. Consequently, it is obvious that a
transdisciplinary approach should provide for the development and formation of skills that
are most in demand on the labour market (Hoinle, Roose & Shekhar, 2021), in particular,
as follows: system thinking, complex problem solving, creativity, result-oriented
teamwork.
Most interdisciplinary initiatives in higher education fit into the discourse of problem
solving, where the joint production of knowledge, a proactive approach to learning is
relevant (Baumber et al., 2020). In addition, they fit into a scheme of broad collaboration
and deep integration (Baumber et al., 2020), which is understood as strict
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transdisciplinarity. Within the framework of such a discourse, the experience related to
“innovation” fits into the sphere of reflexive transdisciplinarity, which depends to a great
extent on the efforts of the subjects of education.
6. Conclusion
Transdisciplinarity in various manifestations has gained popularity in higher education as
a way to solve complex social problems. Transdisciplinary education is an education that
harmoniously combines various disciplines to build new knowledge, and it forms cognitive
abilities, stable knowledge and skills in an individual. The evidences of using a
transdisciplinary approach in the higher education system of Ukraine are as follows:
1) implementation of a competence-based approach to education;
2) determination of a set of knowledge, abilities, skills that should contribute to the
solution of complex tasks, problems in specialized areas of professional activity,
contribute to the formation of creative solutions, the development of cognitive abilities;
3) determination of integral, general and professional competencies, among which the
following ones are of a particular importance: critical thinking, communication, ability
to integrate knowledge and solve complex problems in broad or multi-disciplinary
context (the 7th level), critical analysis, evaluation and synthesis of new and complex
ideas (the 8th level).
In the system of higher education of Ukraine, the transdisciplinary approach is used to a
greater extent in the training of specialists of the 7th and 8th qualification levels, who
possess knowledge on the border of disciplines and can generate new knowledge, ideas.
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