Transdisciplinary learning as a key leverage for sustainability transformations
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In: Current Opinion in Environmental Sustainability, Vol. 64, 101361, 01.10.2023.
Research output: Journal contributions › Scientific review articles › Research
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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 -