Abstract
As the world and its problems become increasingly complex, there is a growing need for more holistic and integrative ways of thinking to address these issues. Transdisciplinary Thinking is increasingly recognised as an important ability or mindset for integration across disciplines and more innovative solutions (OECD, 2020, SSG, n.d.). Despite the increasing recognition of Transdisciplinary Thinking, there is no consensus on its conceptual definition, nor is there a validated instrument to measure this construct. This is a critical gap in the context of teaching, evaluating and assessing educational initiatives aimed at developing this ability in students. This paper builds on a literature review and analyses retrospective data (using Rasch Analysis and Exploratory Factor Analysis) from a 9-item self-report student survey conducted in 2021 (n = 84) to understand what Transdisciplinary Thinking entails and how it can be measured. Our findings suggest that Transdisciplinary Thinking is a multidimensional construct consisting of three dimensions: Perceiving (i.e., understanding and evaluating an issue from the perspective of different disciplines), Synthesizing (i.e., integrating efforts to synthesize knowledge from other disciplines to gain new knowledge), and Solutioning (i.e., proposing innovative solutions that go beyond the scope of any single discipline). A more robust 17-item survey instrument developed after this analysis is shared in this paper. We also review classroom activities that help nurture students in these dimensions. Our work on measuring Transdisciplinary Thinking and teaching it in a classroom setting will be beneficial to other educators seeking ways to foster holistic development in their students.
Presenters
Clarice SimTeaching & Learning Mentor, Media, Arts, and Design School, Singapore Polytechnic, Singapore Mark Lu
Director, Media, Arts & Design School, SINGAPORE POLYTECHNIC, Central Singapore, Singapore
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
2025 Special Focus—Thinking, Learning, Doing: Plural Ways of Design
KEYWORDS
TRANSDISCIPLINARY THINKING, TRANSDISCIPLINARY COLLABORATION, TRANSDISCIPLINARY EDUCATION
