TY - JOUR

T1 - Transdisciplinary learning as a key leverage for sustainability transformations

AU - Barth, Matthias

AU - Jimenez-Aceituno, Amanda

AU - Lam, David

AU - Bürgener, Lina

AU - Lang, Daniel J.

N1 - Funding Information: DPML and DJL were supported by the project “tdAcademy — Platform for Transdisciplinary Research and Studies”, funded by the German Federal Ministry of Education and Research (BMBF) within the framework of the strategy Research for Sustainability (FONA) www.fona.de/en as part of its Social–Ecological Research funding priority, funding no. Fkz 01UV2070A . Publisher Copyright: © 2023 The Authors

PY - 2023/10/1

Y1 - 2023/10/1

N2 - Learning and transdisciplinary research are widely acknowledged as key components for achieving sustainability; however, the links between these concepts remain vague in the sustainability literature. Recently, emphasis has been given to transdisciplinary learning, highlighting its potential as an approach that contributes to solving real-world problems. To better understand and foster transdisciplinary learning for sustainability transformations, it is relevant to pay attention to two dimensions that define transdisciplinary learning: social interaction (individual learning in a social setting, as a group, or beyond the group), and learning forms (single-, double-, or triple-loop learning). This article introduces a conceptual framework built upon these two dimensions to understand three specific forms of transdisciplinary learning as a) individual competence development, b) experience-based collaboration, and c) societal interaction. This framework helps to clarify the design of learning processes as well as their interactions in transdisciplinary processes to support transformative change.

AB - Learning and transdisciplinary research are widely acknowledged as key components for achieving sustainability; however, the links between these concepts remain vague in the sustainability literature. Recently, emphasis has been given to transdisciplinary learning, highlighting its potential as an approach that contributes to solving real-world problems. To better understand and foster transdisciplinary learning for sustainability transformations, it is relevant to pay attention to two dimensions that define transdisciplinary learning: social interaction (individual learning in a social setting, as a group, or beyond the group), and learning forms (single-, double-, or triple-loop learning). This article introduces a conceptual framework built upon these two dimensions to understand three specific forms of transdisciplinary learning as a) individual competence development, b) experience-based collaboration, and c) societal interaction. This framework helps to clarify the design of learning processes as well as their interactions in transdisciplinary processes to support transformative change.

KW - Transdisciplinary studies

UR - http://www.scopus.com/inward/record.url?scp=85170043724&partnerID=8YFLogxK

UR - https://www.mendeley.com/catalogue/63a807aa-a69a-315e-bfe9-c86403aad23d/

U2 - 10.1016/j.cosust.2023.101361

DO - 10.1016/j.cosust.2023.101361

M3 - Scientific review articles

VL - 64

JO - Current Opinion in Environmental Sustainability

JF - Current Opinion in Environmental Sustainability

SN - 1877-3435

M1 - 101361

ER -