Transdisciplinarity in Education: A Narrative Review of Its Didactic Validity and Contributions to Sustainable Learning

Abstract

This paper explores the current state of the concept of transdisciplinarity at both theoretical and literary levels, with a particular focus on its development in education through a narrative review. It examines the didactic validity of this concept and its potential to contribute to sustainable education by addressing the complex challenges of the 21st century. The review identifies how transdisciplinarity enables the integration of diverse forms of knowledge and connects abstract learning with meaningful, context-based experiences for students. This perspective fosters inclusion, critical thinking, and social responsibility—competencies that appear to form a promising and increasingly supported paradigm for sustainability. A narrative review of forty-one sources was conducted across Scopus, Scielo, Dialnet, and Google Scholar, focusing on educational applications of transdisciplinarity. Furthermore, the study situates transdisciplinary education as an effective and transformative framework aligned with international educational principles such as Universal Design for Learning (UDL), the European Key Competences, and the Sustainable Development Goals.

1. Introduction

The contemporary era is characterised by a high degree of complexity, in which global challenges—including the climate crisis, artificial intelligence, or entrenched social inequalities—cannot be fully understood or addressed from the perspective of a single discipline. These problems are inherently interconnected and therefore demand integrative perspectives and collaborative solutions. Yet the dominant educational model, rooted in nineteenth-century traditions, continues to compartmentalise knowledge into discrete and disconnected subjects [1]. The current educational crisis can thus be seen as stemming from the mismatch between the complexity of real-world problems and the rigid structure of the traditional school system. The United Nations Educational, Scientific and Cultural Organisation (UNESCO) [2] identifies the performance of routine tasks that are far removed from students’ everyday lives as a key cause of this crisis, as this results in the loss of a fundamental element of effective learning: meaningful learning.

In this context, transdisciplinarity emerges not as a mere pedagogical alternative but as a necessary imperative for the training of citizens and professionals in the 21st century. Transdisciplinarity transcends the boundaries of disciplines to build a new space for understanding. Its aim is to establish meaningful connections between diverse academic domains, integrating them seamlessly with the experiential learning of students and the contemporary challenges of their environment. In this sense, transdisciplinary education promotes what recent authors describe as sustainable learning—learning that endures over time, integrates multiple perspectives, and empowers learners to apply knowledge responsibly to real-world challenges [3].

The present study, through a narrative review, aims to analyse the educational potential and transformative impact of transdisciplinarity in contemporary education. To this end, a range of theoretical and empirical evidence is collected and systematised. Beyond identifying the difficulties that hinder its implementation [4], this paper argues for transdisciplinarity as a key tool in building an education system better aligned with the challenges of the 21st century. Despite the growing discourse on transdisciplinarity, there remains limited empirical consolidation of its didactic effects; this review seeks to map evidence and identify methodological gaps.

Particular emphasis is placed on its role in enabling students to construct their own learning through engagement with their lived reality, while also facilitating the connection with abstract knowledge. In this sense, it aligns with contemporary pedagogical principles such as Universal Design for Learning (UDL), the development of key competences promoted at the European level, and the integration of the Sustainable Development Goals (SDGs) into educational practice.

2. Theoretical Framework

2.1. Traditional Teaching Methods

UNESCO [2] points out that the lack of tangibility of a subject is related to pedagogical practices that are oriented towards routine and repetitive tasks, primarily dependent on the instructor’s lecture, and devoid of relevance to the students’ daily lives. In this regard, it warns that the level of abstraction and disconnection from the subject increases significantly when learning lacks meaning and is not supported by experimental methodologies. Under these conditions, students are deprived of the opportunity to investigate, analyse, debate, reflect, and contrast their learning with their environment, which limits their access to a critical, creative, and motivating learning process.

2.2. Meaningful Learning

According to Morin [5], meaningful learning is the process by which a student ascribes meaning to what they learn, connecting academic knowledge with their personal, cultural, and social experience. It is not just about acquiring information, but rather its comprehension, integration, and application to one’s personal life and the broader world. It differs from mere memorisation in that, whereas the latter is based on cognitive retention of data, meaningful learning actually implies that knowledge has value and relevance for the learner, thereby creating a stronger link with long-term memory.

Authors such as Morin [5] have pointed out that meaningful learning has been a central theme in contemporary pedagogy. This is due to its numerous benefits:

• It increases motivation, as what makes sense arouses interest and commitment;
• It develops autonomy, as students do not merely ‘receive’ information, but rather interpret, transform, and use it in different contexts, thereby fostering the development of critical and creative thinking;
• It connects the abstract with the concrete, making more complex disciplines such as mathematics and science more accessible.

Thus, Ausubel [6] argued that meaningful learning involves linking new knowledge to students’ prior knowledge. Novak [7] later developed this idea by proposing concept maps as a tool to promote meaningful learning. More recently still, Morin [8] has contended that education must transcend the fragmentation of knowledge by fostering complex thinking, which he considers to be the most effective means of imparting meaning to the abstract.

2.3. Rethinking Education

To appreciate the role of meaningful learning within the educational framework, it is necessary to consider the progress achieved in recent decades. Slee [9] emphasises that the reconceptualization of education has consistently aimed to promote inclusion. Kilpatrick [10] argues that the relevance given to inclusion has been particularly concentrated over the last five decades, with special emphasis on the developments that have taken place in the 21st century. Moreover, the author also highlights the three main pillars on which this shift in the educational paradigm has been focused.

• First axis: reinvention of knowledge

The first of these is to make knowledge more relevant to students’ future needs, specifying it as much as possible and grouping it into different educational stages and courses. The Council of the European Union [11] emphasises the importance of organising subjects according to students’ cognitive readiness to learn them and their relevance to modern, constantly changing society, thereby linking them to the development of general and cross-curricular key competences (KCs) deemed essential for social functionality.

• Second axis: methodological reinvention and innovation

On the other hand, the most popular focus is on teaching methodology. Methodology is understood as the core of the review process, through which students are brought closer to learning by means of strategies, procedures, and constantly evolving actions. According to Konst and Kairisto-Mertanen [12], this has been the epicentre of the significant movement of change known as educational innovation.

Although this educational reinvention seems to be well advanced from a methodological perspective, it contrasts sharply with classroom reality. The Organisation for Economic Co-operation and Development (OECD) [13] adds that in a PISA meeting confirmed that secondary school curricula in several European countries lack innovative classroom strategies. Procedurally, no dynamic changes are observed throughout the school year, as the planned learning activities and situations do little to promote inclusion.

• Third axis: educational timing

Finally, the third axis on which this educational renewal has focused is the temporal component: how should I organise and group everything that I need and want to teach throughout the course? As the most limiting factor, this final axis may end up having the most direct effect on educational practice [14].

But if these three pillars form the basis of the main educational changes to date, could there be another type of pillar that would promote inclusion and focus more on meaningful learning?

2.4. Disciplinary Approaches

Authors such as Robinson and Aronica [15] contend that one of the major errors in educational innovation in the 21st century is embellishing the surface of the system without challenging its underlying principles. They argue that, in order to talk about a true transformation of the educational paradigm, it is first necessary to review its structural foundations. This includes aspects that have become normalised, such as schooling in centres and classrooms, organising students into age-based groups, and dividing knowledge into the single-discipline subjects that make up the school timetable—the ‘fragmentation of knowledge’ that has long been highlighted [16].

Despite knowledge being anachronistically grouped into subjects, Klein [17] asserts that the different disciplines forming part of the current educational paradigm are interconnected. This creates a barrier between the nature of the content and the teaching methods used to deliver it. He also states that the current disciplinary approach in educational centres is multidisciplinary, in that subjects are taught in isolation and in parallel during school hours. This contrasts with everyday life, where all subjects are encountered simultaneously.

For this reason, since the beginning of the century, several authors have researched and experimented with interdisciplinarity in the classroom, emphasising the importance of linking knowledge from different areas. Among these authors is Sousa [18], who defines interdisciplinarity as the integration of diverse epistemologies in education—an effective way of combining work and learning from different subject areas towards the same goal. Nevertheless, knowledge is still worked on separately within its designated time slots, coming together based on the common goal to be achieved.

It should therefore be noted that questioning multidisciplinarity and researching the relationship between concepts from different disciplines—starting with interdisciplinarity—has been essential to the emergence of the subject matter of this thesis: transdisciplinarity.

2.5. Transdisciplinarity

Transdisciplinarity represents an emerging paradigm that radically challenges the traditional organisation of knowledge into separate disciplines. Morin and Delgado Díaz [16] contests the notion that the fragmentation of traditional education is adequate for interpreting the intricacies of the contemporary world. It is his conviction that complex thinking should be the foundation for a novel pedagogy, one which cultivates citizens who possess the capacity to articulate the local with the global, the individual with the collective, and the human with the natural. In contradistinction to the conventional disciplinary paradigm, transdisciplinarity proffers a more expansive vision, one in which knowledge is interconnected in order to respond to the challenges of the contemporary world, a process that necessitates a profound reconfiguration. The issue at hand extends beyond the mere addition of disciplines; rather, it is a matter of reorganisation, with teaching being structured around real-life problems as opposed to the prevailing academic structures [17].

As Nicolescu [19] contends, the central objective is to comprehend the contemporary world through the unity of knowledge, which means that knowledge is not a collection of isolated fragments but an interconnected whole, where different disciplines and forms of knowing contribute to a richer, more complete understanding of reality, implying an integration of conceptual frameworks that goes beyond the interdisciplinary.

The starting point for any transdisciplinary learning situation is a complex question that requires the integration of diverse knowledge from the outset, connecting different areas of knowledge. A fundamental aspect of this approach is the incorporation of everyday life experiences into the learning environment. The educational activities are designed to mirror real-life scenarios that students might encounter in their daily lives, thereby bridging the gap between the academic setting and the broader external world. Consequently, students assume the role of active agents in the co-creation of relevant and feasible solutions.

According to the European Reference Framework of Key Competences, competences are understood as a combination of knowledge, skills, and attitudes appropriate to the context, emphasising their application in real-world situations [20]. Competency-based training is therefore closely related to transdisciplinarity. Consequently, if these competencies are to be the primary objective of teachers, it is illogical to work on them in a fragmented manner.

In a similar fashion, transdisciplinarity stands as the fundamental methodological paradigm for achieving the SDGs and the premises of the 21st century. Transdisciplinarity promotes the coherent integration of diverse academic knowledge with community and sectoral knowledge, and facilitates the co-creation of contextualised, innovative and socially legitimate solutions. If we accept the essential symbiotic relationship between education and transdisciplinary research, Kubisch et al. [21] assert that transdisciplinarity is a critical mode of research for addressing sustainability issues because it seeks to integrate different knowledge forms, including scientific, indigenous, and local knowledge, and engages stakeholders in the co-production of knowledge.

In order to provide a clear overview of how disciplinary approaches are applied in educational contexts,

Table 1. Educational dimensions of disciplinary approaches.

Dimension	Definition	Educational Function	Educational Example
Unidisciplinary	A disciplinary approach focused on the in-depth study of a single field of knowledge, characterised by its own methods, theories, and language.	To develop competence and conceptual mastery within a specific discipline.	In a biology class, the teacher explains the human body systems using exclusively biological concepts and laboratory experiments.
Interdisciplinary	A disciplinary approach involving collaboration between two or more disciplines to address a shared topic or problem, integrating their concepts and methods.	To foster connections between areas of knowledge and encourage the application of concepts in real-world contexts.	A joint mathematics and geography project in which students use statistics in mathematics lessons and maps in geography lessons to analyse climate change from a global perspective.
Transdisciplinary	A disciplinary approach that transcends disciplinary boundaries, integrating academic and non-academic knowledge (social, cultural, ethical) to address complex problems.	To promote complex thinking, creativity, and real-world problem-solving from a holistic perspective.	A school project on sustainable energy that directly addresses a real issue requiring multiple disciplines—science, art, and technology—working together with the local community. Students are expected to produce a final product that integrates a coherent solution.

The question thus arises as to why transdisciplinary classroom practice is not more prevalent. An attempt to answer this question is made in Custodio-Ferrando and Cabero-Fayos [4].

summarises the unidisciplinary, interdisciplinary, and transdisciplinary dimensions, including their definition, educational function, and illustrative educational examples.

2.6. Universal Design for Learning

The advent of the new millennium has also seen the establishment of a correlation between education and Universal Design for Learning (UDL), which has been established as a benchmark for the assessment of the degree to which a specific teaching method incorporates inclusivity. According to Scott et al. [22], this is neither a strategy nor a methodological procedure. Instead, it signifies a shift in perspective during the planning and design of various activities, with the objective of optimising the accessibility and efficacy of instruction for all students, including those with specific learning requirements.

In academic literature, scholars such as Polloway et al. [23] state that these basic and fundamental principles are providing multiple forms of presentation, providing multiple forms of expression, and providing multiple forms of involvement.

• Phelan et al. [24] defined the initial principle as the necessity to provide a range of methods for the presentation of information. For instance, the integration of text, audio, video, images, and graphics can provide students with a range of options to facilitate their comprehension.
• Other authors, including Rose et al. [25], defended the second principle, asserting that students require the ability to articulate their ideas in diverse ways. This, they contend, enables them to demonstrate their comprehension in ways that are significant to them.
• Finally, Hall et al. [26] state, in reference to the third principle, that it is the most essential and consists of providing different ways to motivate and maintain students’ interest.

In the context of educational inclusion as pursued by reinvention, the need to reflect the three UDL principles in the assessment of any teaching proposal is emphasised by authors such as Slee [9].

3. Objective and Rationale

The overarching objective of this study is to present, analyse, and assess the effectiveness of transdisciplinarity by linking it to meaningful learning, UDL, and the SDGs. The study advances the hypothesis that transdisciplinarity is pedagogically sound, as it enhances the meaningfulness of subjects and offers a powerful response to current educational demands. In particular, it is expected to support the design of contextualised pedagogical approaches aimed at solving real-world problems, with a potentially significant impact on more abstract disciplines such as mathematics.

This objective is not intended to portray multidisciplinarity or interdisciplinarity as ineffective, since a substantial body of educational evidence contradicts such a claim. Rather, its purpose is to provide a foundation for academic enrichment by highlighting connections between subject areas and students’ interests, thereby fostering more effective teaching and learning.

In addition, the study also pursues several specific objectives: promoting transdisciplinarity within the education system in order to strengthen its pedagogical application; exploring the origins of transdisciplinarity; and recognising the need to establish meaningful learning in more abstract subjects.

Accordingly, the study addresses the following research questions:

• What is the current state of the concept of transdisciplinarity in education, and how is it reflected in the academic literature?
• How does transdisciplinarity relate to meaningful learning, Universal Design for Learning (UDL), and the Sustainable Development Goals (SDGs)?
• In what ways can transdisciplinarity contribute to the pedagogical transformation of more abstract disciplines, such as mathematics?

4. Methodology

A narrative review is a method of synthesising literature that aims to provide a broad overview of a topic by organising and interpreting previous studies. Narrative reviews are distinguished by their interpretative dimension; rather than merely listing studies, they compare, contrast, and critically evaluate the literature. This approach enables well-grounded conclusions to be drawn about the state of knowledge and facilitates the identification of both consensus and controversy [27].

The figure below (Figure 1) illustrates the process of a narrative review. It outlines the key stages followed in this study—from defining the topic and search strategy to synthesising findings and drawing conclusions—providing a clear overview of the analytical and interpretive approach adopted.

The overarching topic of the review is the hypothesis that ‘transdisciplinarity is highly valid from a didactic point of view as it enhances the meaningfulness of the subjects’. A total of forty-one articles on transdisciplinarity have been reviewed. Although it cannot be claimed that the entire body of existing academic literature has been exhaustively covered, this is not the purpose of a narrative review; rather, it encompasses the majority of the relevant research on the topic.

Of the forty-one sources examined, the majority are specialised academic sources, including scientific articles, books by recognised authors, and some academic reports from educational research organisations or programmes. Priority has been given to selecting texts that address transdisciplinarity in educational contexts, with special attention to recent publications (from the last 10 years), although foundational and theoretical works such as those by Nicolescu [19], Morin [8], and Mittelstrass [28] have also been included, as they provide the conceptual framework essential for understanding this approach. However, due to the innovative implications of the subject matter, the articles selected for the review are all from the new century, as priority has been given to finding in them a relationship with current educational practice and, in particular, with methodological advances and the renewal of disciplinary approaches, beyond a purely utopian and theoretical treatment of the subject. Consequently, priority has been given to articles written directly by researchers who have carried out their practices in the classroom.

Moreover, the study has been organised thematically in order to facilitate a comprehensive comparison and contrast of the extant theoretical knowledge. The structure of the study is focused on three key moments: (i) formulation of the guiding question, keywords, and bibliographic search; (ii) organisation and selection of studies; and (iii) systematisation and thematic analysis. The latter will be divided into the following sections: transdisciplinarity as an emerging and necessary paradigm, empirical evidence, a growing phenomenon, didactic application, and relationship with the challenges of the 21st century, and the meaningfulness of learning.

4.1. Review: The Validity of Transdisciplinarity

4.1.1. Search Strategy and Selection Criteria

The guiding question, linked to the hypothesis, concerns the extent to which transdisciplinarity is consolidating itself as a valid and effective teaching strategy in the 21st century, and the empirical and theoretical evidence supporting its application in real contexts. Consequently, the review has been oriented towards covering the following topics. Firstly, it is necessary to understand transdisciplinarity as an emerging and necessary paradigm, and to consider the empirical and bibliometric evidence as a growing phenomenon. In addition, the merits of its didactic application are to be explored, drawing upon substantiated experiences in order to establish a correlation between the approach and the challenges of the 21st century. This will encompass the significance of learning, inclusion as approved by the UDL, and the correlation to the SDGs.

Conversely, the keywords employed encompass transdisciplinarity, complex thinking, educational innovation, curriculum integration, real cases, pedagogical practices, 21st century, interdisciplinarity, and meaningful learning. The following indexed academic sources were consulted (Scopus, Dialnet, Scielo, Google Scholar), with a focus on theoretical and bibliometric articles and experiences of implementation in education. The final selection encompasses foundational texts, recent empirical studies, and pedagogical perspectives.

The review has been structured around the search for key themes, derived both from the guiding question and from recurring axes found in the studies. In this manner, the information contained within the articles has been examined with a particular focus on that which is to be systematised: the validity and benefits of the approach, both in its theoretical framework and in its practical application, and its relationship to meaningfulness. It is therefore reiterated that priority has been given to those studies that theoretically highlight transdisciplinarity as an emerging paradigm but also argue for its necessity, those that show empirical evidence and relate to its dissemination, and finally, those that provide real guidelines for its coherent didactic application and link it to the current needs of the 21st century.

In this narrative review, a selection of sources has been made, guided mainly by criteria of conceptual and thematic relevance, as mentioned above. Of the forty-one articles initially selected for their subject matter, sixteen are considered favourable and significant. The review process was meticulous, as it proved difficult to locate studies that directly addressed transdisciplinarity.

4.1.2. Exclusion and Selection Criteria for Reviewed Sources

Of the initially reviewed sources, those that did not meet the criteria of relevance, rigour, or educational applicability were excluded. The main reasons for exclusion were as follows:

• Lack of direct connection to education texts addressing transdisciplinarity solely from the perspectives of philosophy of science, economics, or environmental sustainability—without explicit links to teaching, learning, or teacher training—were discarded. This ensured the analysis remained focused on educational contexts.
• Absence of empirical or methodological clarity studies with vague theoretical descriptions or undefined methodological designs were excluded. These included works that failed to provide verifiable evidence of learning outcomes or educational impact, as empirical grounding was a key requirement for inclusion.
• Thematic redundancy articles offering simplistic reinterpretations of classic authors (e.g., Nicolescu or Morin) without introducing new perspectives or data were excluded to avoid conceptual duplication. This criterion prioritised original contributions over repetitive discussions.
• Limited disciplinary or interdisciplinary focus sources confined to a single disciplinary or interdisciplinary approach—without transcending toward transdisciplinarity (e.g., those failing to integrate extra-academic or contextual knowledge)—were also excluded. Transdisciplinarity, by definition, demands the integration of diverse epistemological and practical dimensions beyond traditional academic boundaries.

4.1.3. Inclusion Criteria for Selected Articles

The selected articles were incorporated based on theoretical, methodological, and educational relevance, each contributing a unique dimension to the understanding of transdisciplinarity and active thinking. The primary inclusion criteria were as follows:

• Key texts of theoretical and foundational relevance that define the epistemological principles, axioms, and logics of transdisciplinary thought were included. These works serve as the conceptual foundation for interpreting the broader corpus of studies.
• Pedagogical contributions and educational applicability studies that translate transdisciplinary theory into educational practice were prioritised. This included research linking transdisciplinarity to active learning, critical thinking, and innovative curriculum design, ensuring practical applicability to teaching and learning contexts.
• Diversity of sociocultural contexts to capture a plural and comparative perspective, articles from varied regions—such as Europe, Latin America, and Asia—were selected. This approach highlights different implementations of the transdisciplinary paradigm and enriches the analysis with global insights.
• Currency and contemporary relevance recent articles were favoured to update the discussion and illustrate the evolution of transdisciplinarity toward models emphasising inclusion, accessibility, and sustainability (e.g., Universal Design for Learning [UDL] or the Sustainable Development Goals [SDGs]). This criterion ensures the review reflects current challenges and adaptations in education and research.

4.1.4. Purpose of the Selection Process

This rigorous approach guarantees that the analysis is grounded in robust, diverse, and up-to-date scholarship, while avoiding redundancy and maintaining a clear focus on educational innovation and transdisciplinary practice. This selection combines classical and contemporary authors, theoretical and empirical approaches, as well as international and contextualised experiences, to validate and argue that transdisciplinarity is not only desirable, but feasible and necessary in 21st-century educational programming.

The data was then collated and organised into predetermined fields, including the author or authors, purpose of study, educational stakeholders, main results, country, educational level, design, and sample limitations. The following

Table 2. Papers selected for the narrative review: validity of transdisciplinarity.

Authors	Purpose of Study	Educational Stakeholders	Main Results	Country	Educational Level	Design	Sample	Limitations
Gardner [29]	Propose an education based on big ideas and deep thinking, with an emphasis on discipline.	Secondary school teachers and students.	It introduces the concept of the “disciplined mind”; although it does not address transdisciplinarity directly, it prepares for its necessity.	USA	Secondary school	Theoretical/Conceptual	no	Does not directly apply transdisciplinarity.
Nicolescu [19]	Establish the philosophical and epistemological principles of transdisciplinarity, proposing a model of knowledge that transcends traditional disciplinary divisions.	Academics, researchers and university lecturers	It proposes axioms, including “the included middle”, that underpin the need for unified knowledge; defines transdisciplinarity as openness between disciplines; and introduces a new paradigm of rigour, openness, and tolerance.	France	Higher Education	Theoretical/Philosophical	no	High level of abstraction; limited practical application.
Nicolescu [30]	Explore the theory and practice of transdisciplinarity applied to education and research.	Researchers and university lecturers.	Proposes strategies for the educational implementation of transdisciplinarity.	France	Higher Education	Theoretical Applied	no	Lacks empirical evidence.
Mittelstrass [28]	Conduct a philosophical critique of transdisciplinarity and its applicability.	Science educators and thinkers.	It emphasises the need for methodological rigour and conceptual clarity in the use of the transdisciplinary approach.	Germany	Higher Education	Critical Essay	no	Lacks empirical evidence, particularly illustrative examples.
Osorio García [31]	Linking complex thinking with transdisciplinarity in educational processes.	Teachers and pupils in school settings in Latin America.	It emphasises how a complex, transdisciplinary approach improves the integration of knowledge.	Latin America	School	Qualitative–Theoretical	no	Limited generalizability.
Lee et al. [32]	To design and analyse a transdisciplinary educational model for sustainable marine and coastal management in Taiwan, integrating academic, governmental, and community perspectives.	University programme students and faculty	Students developed environmental awareness and practical skills by engaging in community-based, transdisciplinary projects.	Taiwan	Higher Education	Applied qualitative case study	40 participants, including students, professors, and local stakeholders.	Small sample size; absence of longitudinal evaluation and validated instruments
Lavicza et al. [33]	Explore how art, technology, and robotics can be integrated into transdisciplinary STEAM approaches to mathematics education.	Students and teachers of mathematics in STEAM contexts.	It shows that integrating artistic and technological disciplines makes mathematics more meaningful and accessible; transdisciplinarity becomes a bridge between theory and practice.	UK	Primary and secondary school	Case study	6 STEAM classrooms	Limited to STEAM contexts
Robertson and Graven [34]	Examine mathematical discourse in the classroom from a transdisciplinary framework, especially in second language contexts.	Students and teachers of mathematics in bilingual environments.	Evidence that the transdisciplinary approach allows mediation between language, culture and mathematical thinking, making a field perceived as highly abstract more understandable and meaningful; the role of language as a bridge is highlighted.	South Africa	Primary and secondary school	Qualitative	4 bilingual classrooms	Small sample size
Valladares [35]	Analyse the role of the educator within a transdisciplinary framework.	Teachers in training and teaching teams.	It proposes a redefinition of the role of teachers as integrators of knowledge and drivers of educational innovation.	Mexico	Teacher students	Reflective essay	no	Lack of empirical validation
Morin [8]	This paper reflects on the lessons learned from COVID-19 to promote complex educational reform	The entire educational community.	It advocates complex and transdisciplinary thinking as an essential model for the present and the future.	France	All levels	Theoretical essay	no	Reflective rather than empirical
Hou et al. [36]	Conduct a bibliometric analysis of transdisciplinarity in recent research.	Researchers and universities.	It shows a significant increase in studies on transdisciplinarity. The work is based on the idea that “wicked problems” (problems that are difficult to solve) are no longer being studied simply from isolated disciplines.	China	High education	Quantitative	>1000 papers	Does not address study quality
Burnard et al. [37]	Review how the sciences and arts, through transdisciplinary approaches, can democratise creative educational experiences.	Teachers, students, and cultural agents.	It demonstrates that the intersection of art and science facilitates more inclusive and understandable learning; transdisciplinarity helps translate the abstract into experiential learning that enhances creativity and critical thinking.	UK	Artistic education	Theoretical review	no	Single context
Soto et al. [38]	Explore how art activates reflective and transdisciplinary thinking in teacher training.	Teacher training students and teachers.	It confirms that art facilitates creativity and critical thinking in transdisciplinary contexts.	Spain	Teacher students	Qualitative	2 training groups	Small and limited sample size
Santaella and Ruiz [39]	Analyse the conceptual framework, methodologies, context and ways of measuring educational transdisciplinarity.	Ibero-American teachers and researchers.	It defines transdisciplinarity as necessary for making sense of complex learning; its implementation promotes understanding of abstract concepts by connecting them to real social problems.	Latin America	High education	Documentary review	50 studies	Lack of empirical validation
Ramachandran et al. [40]	Describe a university educational experience in sustainability through transdisciplinary learning.	University students and lecturers.	Improvements were observed in creativity, problem-solving, and adaptability in the face of real challenges.	India	High education	Case study	1 university programme	Single-context design
Cervantes Muñoz [41]	Evaluating transdisciplinary teaching practices in higher education	University lecturers and students.	Evidence a progressive implementation of transdisciplinary practices and their positive impact on meaningful learning.	Mexico	High education	Evaluative/Qualitative	6 courses	Limited sample size.

presents a compendium of studies that have been selected on the basis of their relevance, diversity, and contribution to the phenomenon under investigation. These studies have been ordered chronologically: [29], [19], [28,30,31,32,33,34,35], [8], [36,37,38,39,40,41].

In addition, the classification of the subjects has been determined by their contribution to the hypothesis under investigation.

• Foundational and theoretical: [8,19,28,29,30].
• Empirical or bibliometric studies: [36,38,41].
• Educational or pedagogical applications: [31,32,35,40].
• Relationship with the meaningfulness of learning: [33,34,37,39].

Approximately 60% of the sixteen analysed studies employed a qualitative or theoretical-reflective design, focusing on the conceptual understanding and philosophical exploration of transdisciplinarity. Furthermore, 25% of the studies utilise quantitative or bibliometric methodologies with the aim of analysing trends and measurable results, while 15% adopt mixed approaches or applied case studies combining observation and empirical analysis. With respect to the level of education, 65% of the studies were conducted in higher education (university or teacher training), 25% in primary and secondary education, and the remainder in interdisciplinary or community contexts. Furthermore, a significant proportion of the studies, amounting to approximately 70%, have reported enhancements in meaningful learning, creativity, or a profound comprehension of knowledge as a consequence of the implementation of transdisciplinary approaches. Nevertheless, there is a broad consensus that the following limitations must be noted: there is an absence of empirical evidence, the samples are too small, and it is difficult to generalise the results.

5. Results

The analysis of the sixteen studies reveals four key thematic clusters, each reflecting distinct dimensions of transdisciplinarity in educational research. Below, we present these themes, grouping the articles according to their primary focus. This organisation aligns with the data distilled from Table 2, where each subheading synthesises related findings to provide a coherent overview of the field’s current landscape.

5.1. Theoretical and Epistemological Foundations of Transdisciplinarity

Firstly, Gardner’s [29] text, with its proposal on “the disciplined mind”, addresses a key concept for understanding the evolution towards more integrated forms of thinking. His approach instigates a critical reflection on the role of disciplinary knowledge in education. This approach is fundamental to understanding how the limitations of the strictly disciplinary open the way to broader educational models, such as the transdisciplinary.

The study by Hou et al. [36] has been selected for its bibliometric and analytical approach, which allows for observation of the evolution and current positioning of the discourse on transdisciplinarity in academic research. This type of analysis is essential for empirically substantiating the current validity and relevance of the transdisciplinary paradigm in education and science.

Morin [8] provides a contextualised and urgent reading of transdisciplinarity in the wake of the pandemic. The selection of the author is based on their ability to link complex thinking with contemporary educational transformation, highlighting the need for education that is connected to life. The text’s pertinence lies in its provision of a humanistic, critical, and contemporary perspective on the education system.

In the domain of transdisciplinary studies, Nicolescu’s [19] seminal study stands as a foundational reference, providing a comprehensive framework for understanding the philosophical and epistemological underpinnings of transdisciplinarity. Its inclusion is justified by the theoretical depth with which it formulates the essential principles of the transdisciplinary paradigm, such as the logic of the included middle and the existence of multiple levels of reality. Its relevance is indisputable, as it provides the framework from which the rest of the analysed literature is interpreted.

5.2. Pedagogical Applications and Active Learning

In his subsequent work, Nicolescu [30] expanded and operationalised his theoretical proposal, thereby establishing it as a pivotal source for establishing a connection between transdisciplinarity and applied and educational contexts. The selection of cases enables the observation of the evolution of transdisciplinary thinking towards its concretisation in research and pedagogical practices, thereby enriching the practical dimension of the study.

Mittelstrass [28] has been included for its critical and philosophical perspective, as it analyses the risks of a superficial or confusing application of the term “transdisciplinarity”. Its relevance lies in the need to balance pedagogical enthusiasm with conceptual rigour, while underscoring the importance of avoiding the trivialisation of this approach through inappropriate or methodologically unfounded applications.

Osorio García [31] offer a Latin American perspective that combines Morin’s complex thinking with transdisciplinarity. They were selected because they provide classroom examples and substantive pedagogical analysis, thereby complementing theory with concrete educational practice. Their approach shows that knowledge can be effectively integrated within school contexts, even under conditions of limited resources.

In their 2018 study, Lavicza et al. [33] propose STEAM approaches that integrate mathematics, the arts, technology, and robotics from a transdisciplinary perspective. Their contribution lies in showing that mathematics—often regarded as one of the disciplines most distant from concrete experience—acquires meaning when connected, for instance, to artistic and technological activities. As a result, subjects previously perceived as remote or unattainable become concrete and inspiring for students.

The research by Soto et al. [38] has been included for its innovative proposal that links art and creativity with transdisciplinary thinking in teacher training. The demonstration is made of the manner in which transdisciplinarity can be experienced in the university classroom through artistic methodologies, with a view to promoting critical reflection, sensitivity, and interdisciplinary dialogue.

In this article, Santaella and Ruiz [39] analyse the conceptual, methodological, and evaluative foundations of transdisciplinarity in education. The authors emphasise that this approach not only connects different fields of knowledge, but also facilitates students’ rapid and facile comprehension of concepts that are more distant from their reality and therefore more complex and abstract. The integration of these elements with social issues and particular contexts serves to transform complex subjects into comprehensible and pertinent experiences for a subset of students.

5.3. The Role of Teachers, Language, and Inclusion

Robertson and Graven [34] conducted a transdisciplinary experiment examining interactions in mathematics classrooms within bilingual contexts. Their study shows that the intersection of language, culture, and mathematical thinking enables students to gain a deeper understanding of a field often perceived as detached from immediate reality. By integrating multiple disciplines, learning is transformed into a more meaningful and accessible process.

Valladares’ [35] study is relevant for its reflection on the role of teachers in a transdisciplinary context. Its inclusion addresses the need to understand how the role of educators is evolving within this paradigm, highlighting the importance of social, conceptual, and creative skills. This perspective provides deeper insight into the educational challenges associated with implementing transdisciplinarity.

The paper by Cervantes Muñoz [41] has been selected for its contribution to the recent body of evidence concerning transdisciplinary teaching practices at university level. The relevance of this text lies in its synthesis of theory, practice, and evaluation, thus confirming that these methodologies are generating real transformations in teaching-learning processes and promoting inclusion, thus adapting to the UDL.

5.4. Broader Impacts: Sustainability, Democracy, and Social Transformation

Lee et al. [32] implemented a transdisciplinary educational model for sustainable marine management, integrating science, politics and the local community. Project-based learning has been shown to foster inter-institutional cooperation, real-world problem solving, and environmental awareness. A number of enhancements were identified in critical thinking, active participation, and systemic understanding of sustainability.

Burnard et al. [37] further advocate embracing a transdisciplinary approach, arguing that it both democratises and enriches the educational experience. They note that abstract disciplines, in particular, stand to gain the most from this approach, as their concepts acquire greater significance. For instance, scientific concepts are no longer treated solely as theoretical constructs but are engaged with in creative and collaborative contexts.

The experience presented in Ramachandran et al. [40] has been selected as a current case study of the application of transdisciplinarity in higher education, focusing on sustainability. The text establishes a correlation between transdisciplinarity and the capacity to formulate challenges that are aligned with the SDGs, which are pertinent to the prevailing educational paradigm. The relevance of this study lies in its presentation of concrete results demonstrating the enhancement of creativity, adaptability and complex thinking in university students through transdisciplinary collaborative environments.

These four thematic clusters illustrate how transdisciplinarity is conceptualised, applied, and expanded across educational contexts. In the following section, we discuss their implications for theory, practice, and policy.

6. Discussion: Systematisation and Thematic Analysis

The following discussion systematically examines the study’s findings, moving from the theoretical foundations of transdisciplinarity—as an essential paradigm for addressing contemporary complexity—to its growing empirical and bibliometric evidence, which underscores the field’s expanding relevance.

The analysis then turns to educational applications and the capacity of transdisciplinary approaches to meet 21st-century challenges, emphasising their role in fostering more meaningful and contextually grounded learning. The discussion also critically addresses the limitations of the current evidence base, particularly regarding empirical robustness and generalizability, identifying key areas for future research.

Finally, the implications for educational policy and practice are highlighted, providing actionable insights for effective implementation.

6.1. Transdisciplinarity as an Emerging and Essential Paradigm

Nicolescu [19] and Nicolescu [30] state that transdisciplinarity should not be regarded as merely a methodological strategy; rather, it should be considered a new epistemological paradigm. For him, transdisciplinarity seeks the unity of knowledge through multiple levels of reality, integrating science, art, spirituality, and society. His proposal is deeply linked to the educational needs of the 21st century, a period characterised by uncertainty, global interdependence, and complexity.

Morin [8] reinforces this idea by arguing that contemporary education must prepare students for uncertainty. In the aftermath of the pandemic, he contends that complex and transdisciplinary thinking should replace excessive specialised training, which has proven insufficient to address global crises. His perspective provides a philosophical and ethical foundation for the need for transdisciplinary education.

Nicolescu [27] proposed an education focused on big ideas that all students should understand from multiple perspectives at the beginning of the 21st century, although he did not yet use the term “transdisciplinary.” This approach aligns with the concept of transdisciplinarity, which aims to facilitate a profound, meaningful, and ethical comprehension of the world.

6.2. Empirical and Bibliometric Evidence: A Growing Phenomenon

Hou et al. [36] provide a bibliometric review showing exponential growth in research on transdisciplinarity. This quantitative study lends further credence to the notion that the transdisciplinary approach is gaining global academic legitimacy, especially when it comes to solving wicked problems.

For her part, Cervantes Muñoz [41] conducted a further bibliometric study focused on Hispanic American higher education, in which she analysed real pedagogical practices and found that transdisciplinarity is being successfully applied in educational projects addressing sustainability, social justice, and global citizenship. The conclusion drawn is that there is a strong consistency between theory, educational policy, and teaching practice in the cases analysed. In a similar vein, Soto et al. [38] have reiterated these concepts within a university classroom setting, emphasising critical reflection, sensitivity, and dialogue.

6.3. Educational Application

Osorio García [31] and Valladares [35] offer fundamental pedagogical perspectives. The former article argues that complex thinking can guide curricular proposals in which knowledge is integrated in a non-hierarchical manner through projects connected to real-life contexts. In addition, they emphasise that transdisciplinarity enhances student motivation and the development of critical thinking—two of the main factors associated with educational inclusion.

Burnard [35] emphasises that pedagogy must abandon its subordinate role to other disciplines and assume a reflective, critical, and articulating position of knowledge. He advocates for a teaching practice that calls for transdisciplinarity from its ethical and transformative dimension, building collaborative, hybrid learning spaces focused on authentic social problems. The experience presented in Ramachandran [40] is also highly relevant in its results, which specify and highlight that the significance of learning is truly enhanced, as students have a much more immersive experience.

6.4. Relationship with the Challenges of the 21st Century

All texts agree that transdisciplinarity is not just an academic fad, but an adaptive response to major contemporary challenges. Disciplinary rigidity, curricular fragmentation, and standardised assessment are obsolete in the face of today’s complex world. Consequently, a consensus has emerged among the reviewed proposals that transdisciplinary programming fosters meaningful learning, strengthens the connection between school and society, and prepares students to act ethically and critically, aligning with current educational imperatives, including the SDGs and the 2030 Agenda.

It has been asserted by a number of authors (see [8,38,39,40,41]) that there exists a strong relationship between the SDGs, the 2030 Agenda and this disciplinary approach. For example, Lee et al. [32] propose a transdisciplinary educational model for the promotion of environmental sustainability.

Firstly, transdisciplinarity fosters the cross-fertilisation of scientific, social, cultural and local knowledge, which is essential for achieving the SDGs, given their inherently interdisciplinary nature. Secondly, the objective of SDG 4 is to ensure the availability of a quality education for all. Thirdly, the necessity for collaboration among governments, universities, businesses, communities, and citizens is fundamental to the realisation of the SDGs. Indeed, the very concept of coordination implies transdisciplinarity between different actors, thus overcoming the fragmentation of disciplines and educational agents. For this reason, Morin [8] emphasises that it is a necessary approach to rethinking the future of humanity and that it therefore connects directly with the 2030 Agenda, as it demands structural, cultural, and educational changes on a global scale.

6.5. Meaningfulness of Learning

Moreover, a pivotal finding of the review is the validation of this pedagogical approach, which proves particularly effective in imbuing abstract learning with meaningful content through its connection with creative, social, and cultural experiences. From a theoretical standpoint, this framework is recognised as facilitating the transformation of complexity into meaningful processes, as in the work of Santaella and Ruiz [39]. In disciplines that are often difficult to grasp, such as mathematics, integrating them with other subjects has been shown to enhance perceptions of accessibility and motivation in transdisciplinary projects, as illustrated by Lavicza et al. [33]. Likewise, the integration of science and the arts has been found to foster experiential learning, thereby promoting inclusivity and accessibility Burnard [37]. Finally, the interplay between language, culture, and mathematical thinking demonstrates the potential to generate processes of pedagogical re-signification across diverse educational contexts, even in areas traditionally regarded as complex [34].

6.6. Limitations of the Evidence Base and Future Research Agenda

The body of reviewed studies reveals a solid theoretical consensus on the relevance of transdisciplinarity in education; however, its empirical foundation remains limited and fragmented. Most investigations are based on small samples, focusing on case studies or qualitative analyses without statistical validation. Moreover, there is a lack of standardised instruments to measure the effectiveness of transdisciplinary teaching, as well as an absence of systematic comparisons across educational levels or cultural contexts.

To strengthen this field, a future research agenda is proposed that should, first, include the development and validation of assessment instruments capable of reliably measuring transdisciplinary competencies, knowledge integration, and meaningful learning. Second, longitudinal studies should be conducted to follow teachers and students engaged in transdisciplinary training processes over time, in order to evaluate their real impact on the development of complex thinking, creativity, and problem-solving skills. Third, international comparative research should analyse the implementation of the transdisciplinary approach across different countries and educational systems, identifying cultural, institutional, or curricular factors that facilitate or hinder its adoption. Fourth, this study does not address the specific curricular integration of transdisciplinarity—such as whether it should be implemented as a proportional component or a holistic framework—as this requires empirical analysis of curriculum models and disciplinary trade-offs. Future research should explore these practical implementation challenges to inform scalable educational designs. Finally, mixed-methods designs are recommended, combining quantitative and qualitative approaches to integrate data on performance and perception, with particular emphasis on evaluating teaching practice.

6.7. Implications for Policy and Practice

The findings of this review position transdisciplinarity not as a complementary pedagogy, but as a structural prerequisite for meaningful Education for Sustainable Development (ESD). Translating this potential into impact requires concerted action across the educational ecosystem.

1.

For Policymakers and Curriculum Designers

Policymakers must explicitly integrate transdisciplinarity into national ESD frameworks. This entails moving beyond “interdisciplinary” mentions to mandating curriculum planning organised around real-world sustainability challenges (e.g., climate change, local inequality) rather than strictly disciplinary topics [42]. This “de-siloing” must be supported by the following:

• Assessment Reform: Developing evaluation frameworks that measure key sustainability competencies like systems thinking and collaborative problem-solving [43] over discrete factual knowledge.
• Resource Allocation: Officially funding time and space for teacher collaboration across departments, which is foundational to transdisciplinary practice [44].

2.

For Educational Leaders and School Administrators

Implementation requires a whole-institution cultural shift. Leaders should take the following steps:

• Restructure Timetables: Create flexible, extended time blocks for in-depth project work on complex issues, moving beyond the 50 min subject period.
• Foster Communities of Practice: Establish structured collaboration for teachers from different disciplines to co-design and co-teach sustainability units [45].
• Forge School-Community Partnerships: Actively bridge with local stakeholders (NGOs, municipalities) to bring authentic sustainability problems into the learning process, ensuring relevance [46].

3.

For Teacher Training and Professional Development

Educators need to be equipped as facilitators of transdisciplinary learning. Professional development must be redesigned to build capacity in the following areas:

• Systems Thinking: Enabling teachers to analyse and teach about complex socio-ecological systems [3].
• Facilitation and Knowledge Mediation: Moving from knowledge transmission to mediating dialogues between scientific, local, and indigenous knowledges [47].
• Leveraging the SDGs: Using the Sustainable Development Goals as a concrete scaffold for designing locally relevant, globally significant projects [48]. Integrating inclusive principles, such as Universal Design for Learning (UDL), is crucial to ensure these approaches are equitable and accessible for all learners [49].

Without these coordinated structural and pedagogical shifts, ESD risks remaining a theoretical aspiration. Transdisciplinarity provides the practical roadmap to cultivate the competencies essential for a sustainable future.

7. Conclusions

This narrative review has shown that transdisciplinarity is not only desirable but essential if we are to respond authentically to the educational, social, and epistemological challenges of the present.

7.1. Transdisciplinarity and the 2030 Agenda: A Framework for Global Challenges

Therefore, transdisciplinarity appears to be a promising approach to foster meaningful learning and align education with the SDGs; however, stronger empirical designs are needed to substantiate causal claims. Moreover, it represents a particularly advantageous way of giving meaning to learning. From this standpoint, scholars such as Morin [8] and [38,39,40,41] demonstrate how transdisciplinary education equips citizens to confront the challenges of sustainability, equity, and justice by means of integrating knowledge. Research conducted by [33,34], Burnard et al. [37], and Santaella and Ruiz [39] has demonstrated that transdisciplinarity has the capacity to transform content that is more disconnected from the reality of students into meaningful experiences, thereby reinforcing motivation and deepening understanding.

7.2. Bridging Transdisciplinarity and Universal Design for Learning (UDL)

Likewise, strong connections have been identified with UDL, as transdisciplinarity is closely aligned with the third principle of UDL: “Provide multiple means of engagement”, which refers to fostering motivation and connection with the students’ environment Phelan et al. [24]. This is because, by placing real-world problems at the core of learning and enabling students to engage actively with meaningful topics, the transdisciplinary approach becomes a powerful tool for ensuring sustained and authentic engagement, particularly among students experiencing motivational challenges or a sense of disconnection from the school curriculum. According to Hall et al. [26], this connection also constitutes the main pathway towards achieving educational inclusion.

7.3. Meaningfulness in Transdisciplinary Learning

The motivation and meaningfulness of learning are also enhanced when temporal organisation is prioritised. According to Davies and Trowsdale [50], transdisciplinarity possesses the capacity to reorganise knowledge in a more efficient manner, thus constituting a strategic advantage. The proposed reconceptualisation of the multi-subject curriculum is centred on the merits of hybrid practices (e.g., STEAM, combining science and art) in overcoming the structural barriers of the school system. This approach aims to prevent the repetition of content between subjects and to enhance the efficiency of school time. Pohl and Hadorn [51] advocate reflective and participatory thinking, in which subjects are not passive recipients of knowledge, but active agents who construct it collectively. This approach is distinct from a mere theoretical stance, as it translates transdisciplinarity into a methodology for transformative action.

7.4. Developing Key Competences Through Transdisciplinary Approaches

In addition, revisiting the prevailing educational requirements, the Council of the European Union [11] recommendation on key competences for lifelong learning implicitly underscores the necessity for transdisciplinary approaches. The development of these competences cannot be accomplished through a single subject; rather, it necessitates a comprehensive integration of diverse knowledge. Consequently, the institutional commitment to key competences can be regarded as an endorsement of transdisciplinarity, which is the only approach that can address them in a holistic and meaningful way, contributing to sustainable learning—understood as the development of enduring competencies that enable learners to integrate knowledge, values, and action toward more equitable and sustainable futures.

7.5. Transdisciplinarity and the Pillars of Educational Reinvention

From a systemic perspective, transdisciplinarity effectively responds to the three key pillars of educational reinvention, as discussed by Kilpatrick [10] in his works. The conclusion drawn from this analysis is that transdisciplinarity favours the first axis, given its capacity to reorganise knowledge in a manner that is both articulated and coherent, while simultaneously avoiding redundancies that are present in connected knowledge domains, such as scientific and linguistic subjects. The innovation in methodology is also of significance, as it represents a novel alignment between learning and the principles of ABL, in addition to the proposal of a programme designed around a challenge that produces a meaningful end product for students. This necessitates a wide variety of strategies, procedures and actions. Furthermore, it enhances the fundamental issue of the third axis, timing, by eliminating redundancies. This threefold response is not merely a complementary option, but rather a structural educational strategy for a new pedagogical model.

7.6. Reconceptualizing Abstract Subjects: Mathematics as Living Knowledge

A key conclusion of this study is the importance of re-conceptualising subjects that are traditionally perceived as abstract, such as mathematics. Rather than perceiving these subjects as a collection of isolated concepts, it is argued that they should be recognised as living knowledge that is deeply linked to the personal experience of the students. This approach facilitates the integration of diverse perspectives, languages, and practices, thereby transcending the limitations of mere memorisation and attaining authentic comprehension. If the abstract makes sense, it has been demonstrated that it will awaken motivation and encourage critical and creative reading of the world. In this sense, transdisciplinarity serves to restore the original function of different types of knowledge: to facilitate understanding of the complexity of life and its transformation. This assertion serves to reinforce the notion that education is not merely the transmission of information, but rather the expansion of horizons of meaning.