Abstract
In the 21st century, innovative education approaches are crucial. Traditional disciplinary boundaries often hinder holistic knowledge development and the ability to tackle complex global issues. This paper explores breaking disciplinary subject boundaries through transdisciplinary learning environments and curriculum structures to enhance student engagement and 21st-century skills. This study examines how entrenched disciplinary norms can limit educational outcomes and stifle creativity. It emphasises the importance of transdisciplinary curricula and learning opportunities that transcend traditional academic silos. Such approaches are crucial for fostering critical thinking, problem-solving, and innovation in students (Nicolescu, 2002). Using a Victorian secondary school case study, the research illustrates successful strategies for implementing transdisciplinary curricula, including project-based learning, collaborative research, and cross-disciplinary workshops (Klein, 2004; Repko, 2008). This case study shows the potential of breaking disciplinary habitus for teachers and students, to create more resilient and versatile learners and support innovative teaching practices (Leavy, 2011). The paper advocates for a paradigm shift in educational practice, suggesting that fostering collaborative inquiry and integrated knowledge better prepares students to navigate and contribute to an increasingly interconnected global society (Rogers, 2010).
Presenters
Loren ClarkeCurriculum, Data, Assessment and Reporting Leader, Eltham High School, Australian Capital Territory, Australia
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Learning, Curriculum, Pedagogy, Thinking, Collaboration, Disciplinarity, Interdisciplinarity, Transdisciplinarity
