A transdisciplinary approach to teaching and building a higher education system

Autores/as

DOI:

https://doi.org/10.46502/issn.1856-7576/2022.16.03.7

Palabras clave:

transdisciplinarity, higher education system, transdisciplinary competence, specialists’ competencies.

Resumen

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 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.

Biografía del autor/a

Larysa Udovychenko, Borys Grinchenko Kyiv University, Kyiv, Ukraine.

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, V. O. Sukhomlinskyi National University of Mykolaiv, Mykolaiv, Ukraine.

Doctor of Art Studies, Associate Professor, Department of Musical Art, V. O. Sukhomlinskyi National University of Mykolaiv, Mykolaiv, Ukraine.

Iryna Skliar, "Donbas State Pedagogical University", Dnipro, Ukraine.

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, Lviv Polytechnic National University, Lviv, Ukraine.

Doctor of Architecture, Associate Professor, Department of Design and Architecture Fundamentals, Institute of Architecture and Design, Lviv Polytechnic National University, Lviv, Ukraine.

Olena Fonariuk, Zhytomyr Ivan Franko State University, Zhytomyr, Ukraine.

Candidate of Pedagogical Sciences, Associate Professor, Department of Algebra and Geometry, Faculty of Physics and Mathematics, Zhytomyr Ivan Franko State University, Zhytomyr, Ukraine.

Citas

Al-Hagla, K. S. (2012). The role of the design studio in shaping an architectural education for sustainable development: The case of Beirut Arab University. Archnet-IJAR, 6(1), 23‒41.

Assenza, G., Gregor, K., & Hampson, G. P. (2013). Education in the 21st century–towards a “University of the Future”. In Die Arbeitswelt im 21. Jahrhundert (pp. 95-105). Springer Gabler, Wiesbaden.

Battisti, C. (2018). Unifying the trans-disciplinary arsenal of project management tools in a single logical framework: Further suggestion for IUCN project cycle development. Journal for Nature Conservation, 41, 63‒72.

Balsiger, J. (2015). Transdisciplinarity in the class room? Simulating the co-production of sustainability knowledge. Futures, 65, 185-194.

Baumber, A., Kligyte, G., van der Bijl-Brouwer, M., & Pratt, S. (2020). Learning together: A transdisciplinary approach to student–staff partnerships in higher education. Higher Education Research & Development, 39(3), 395‒410.

Bernstein, J. H. (2015). Transdisciplinarity: A review of its origins, development, and current issues. City University of New York (CUNY)

Christensen, T., Takamura, J., Shin, D., & Bacalzo, D. (2006). Go With The Flo: A report on a collaborative toilet design project that utilized a transdisciplinary approach. Wonderground ‒ DRS International Conference 2006, 1‒4 November, Lisbon, Portugal. https://dl.designresearchsociety.org/drs-conference-papers/drs2006/researchpapers/1

Hoinle, B., Roose, I., & Shekhar, H. (2021). Creating transdisciplinary teaching spaces. Cooperation of universities and non-university partners to design higher education for regional sustainable transition. Sustainability, 13(7), 3680.

Hugill, A., & Smith, S. (2013). Digital creativity and transdisciplinarity at postgraduate level: The design and implementation of a transdisciplinary masters programme and its implications for creative practice. Digital Creativity, 24(3), 191‒207.

Jia, Q., Wang, Y., & Fengting, L. (2019). Establishing transdisciplinary minor programme as a way to embed sustainable development into higher education system: Case by Tongji University, China. International Journal of Sustainability in Higher Education, 20(1), pp. 157-169.

Max-Neef, M. A. (2005). Foundations of transdisciplinarity. Ecological economics, 53(1), 5‒16.

McGregor, S. L., & Volckmann, R. (2013). Transversity: Transdisciplinarity in higher education. Leading transformative higher education, 58‒81.

McWilliam, E., Hearn, G., & Haseman, B. (2008). Transdisciplinarity for creative futures: what barriers and opportunities? Innovations in Education and Teaching International, 45(3), 247‒253.

MES (2022 a). Standard of higher education of Ukraine: first (bachelor’s) level, field of knowledge 05 “Social and behavioural sciences”, speciality: 051 “Economics”. Approved and put into effect by the order of the Ministry of Education and Science of Ukraine dated November 13, 2018 No. 1244. [File PDF] https://mon.gov.ua/storage/app/media/vishcha-osvita/zatverdzeni%20standarty/2021/07/28/051-Ekonomika-bakalavr.28.07-1.pdf

MES (2022 b). Standard of higher education of Ukraine: second (master’s) level, field of knowledge 05 “Social and behavioural sciences”, speciality 051 “Economics”. Approved and put into effect by the order of the Ministry of Education and Science of Ukraine as of 04.03.2020 No. 382. [File PDF] https://mon.gov.ua/storage/app/media/vishcha-osvita/zatverdzeni%20standarty/2020/03/051-ekonomika-M.pdf

MES (2022 c). Standard of higher education of the third (educational and scientific) level, the degree of Doctor of Philosophy in the field of knowledge 05 “Social and behavioural sciences”, speciality 051 “Economics”. https://mon.gov.ua/storage/app/media/vishcha-osvita/zatverdzeni%20standarty/2022/05/10/051-Ekonom.dokt.fil.424-10.05.2022.pdf

Muller, B., & Flohr, T. (2016). A Geodesign approach to environmental design education: Framing the pedagogy, evaluating the results. Landscape and Urban Planning, 156, 101‒117.

Nicolescu, B. (2011, May). The need for transdisciplinarity in higher education. In Keynote talk at the International Higher Education Congress “New Trends and Issues”, Istanbul, Turkey, May 27 (Vol. 29, p. 2011).

Nicolescu, B. (2012). The need for transdisciplinarity in higher education in a globalized world. Transdisciplinary Journal of Engineering & Science, 3. https://doi.org/10.22545/2012/00031

Psycharis, S., Kalovrektis, K., Sakellaridi, E., Korres, K., & Mastorodimos, D. (2018). Unfolding the Curriculum: Physical Computing, Computational Thinking and Computational Experiment in STEM’s Transdisciplinary Approach. European Journal of Engineering and Technology Research, 19‒24.

Resolution of the Cabinet of Ministers of Ukraine No. 1341. On the approval of the National Qualifications Framework. Verkhovna Rada of Ukraine. Resolution of the CMU as of November 23, 2011. (2022). https://zakon.rada.gov.ua/laws/show/1341-2011-п#Textю

Risopoulos-Pichler, F., Daghofer, F., & Steiner, G. (2020). Competences for solving complex problems: A cross-sectional survey on higher education for sustainability learning and transdisciplinarity. Sustainability, 12(15), 6016.

Shin, D., Christensen, T., Takamura, J., & Bacalzo, D. (2006). Go With The Flo: A report on a collaborative toilet design project that utilized a transdisciplinary approach. Lisbon, Portugal: Wonderground - DRS International Conference 2006, 1-4 November.

Stenberg, J., & Fryk, L. (2012). Urban empowerment through community outreach in teaching and design. Procedia-Social and Behavioral Sciences, 46, 3284‒3289.

Tasdemir, C., & Gazo, R. (2020). Integrating sustainability into higher education curriculum through a transdisciplinary perspective. Journal of Cleaner Production, 265, 121759.

Tejedor, G., Segalàs, J., & Rosas-Casals, M. (2018). Transdisciplinarity in higher education for sustainability: How discourses are approached in engineering education. Journal of cleaner production, 175, 29‒37.

Urdaneta Laffita, I., Padró Rodríguez, L., Tur Naranjo, E., & Izaguirre Hernández, Y. L. (2020). Caracterización etnobotánica de la Lawsonia inermis L. en el Distrito José Martí Norte, Santiago de Cuba. Revista Científica Del Amazonas, 3(6), 6-17. https://doi.org/10.34069/RA/2020.6.01

van Baalen, W. M., de Groot, T., & Noordegraaf-Eelens, L. (2021). Higher education, the arts, and transdisciplinarity: A systematic review of the literature. Research in Education, 111(1), 24‒45.

Vienni Baptista, B., & Rojas-Castro, S. (2020). Transdisciplinary institutionalization in higher education: a two-level analysis. Studies in Higher Education, 45 (6), 1075‒1092.

Publicado

2022-09-29

Cómo citar

Udovychenko, L. ., Pyatnitska-Pozdnyakova, I. ., Skliar, I. ., Pavliv, A. ., & Fonariuk, O. . (2022). A transdisciplinary approach to teaching and building a higher education system. Revista Eduweb, 16(3), 91–105. https://doi.org/10.46502/issn.1856-7576/2022.16.03.7

Número

Sección

Articles