Exploring Transdisciplinary Interaction in Higher Education: Urbanism through Informal Learning Environment
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| Title: | Exploring Transdisciplinary Interaction in Higher Education: Urbanism through Informal Learning Environment |
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| Language: | English |
| Authors: | Berk Kesim, Elif Bengü |
| Source: | International Journal of Sustainability in Higher Education. 2025 26(3):633-650. |
| Availability: | Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Informal Education, Environmental Education, Urban Areas, Interdisciplinary Approach, Sustainable Development, Critical Thinking, Recordkeeping, Geographic Location, Creative Thinking, Teaching Methods, Objectives, International Organizations, Course Descriptions, Undergraduate Students, Foreign Countries |
| Geographic Terms: | Turkey |
| DOI: | 10.1108/IJSHE-10-2023-0504 |
| ISSN: | 1467-6370 1758-6739 |
| Abstract: | Purpose: This study aims to explore interdisciplinary and transdisciplinary interactions around sustainability, focusing on the United Nations sustainable development goals (SDGs). By using the city as an informal learning space, it presents a case study to raise SDG awareness, promote interdisciplinarity, foster critical thinking and empower students. Design/methodology/approach: Using qualitative content analysis, this study explores students' interdisciplinary engagements. The research centers on student-created Logbooks, combining field data for analysis via open coding. Findings: The informal setting facilitates transdisciplinary interaction and enriches interdisciplinary skills while retaining individuals' disciplinary tendencies. Research limitations/implications: Factors like local geographical conditions and participant numbers could lead to minor variations in future course applications. Although initial problem topics and discussions are confined to local urban geography, they might diversify during implementation. Practical implications: The Logbook serves as a guide for local urban issues and embodies interdisciplinary outcomes. It can be enhanced with maps and problem zoning. Social implications: Demonstrates effective SDG integration into higher education. Originality/value: This study spotlights interdisciplinary learning within an unconventional context -- urbanism -- bridging student gaps. Supported by a paradigm shift from sustainability to unsustainability, it underscores the significance of critical engagement with SDGs. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1457665 |
| Database: | ERIC |
| Abstract: | Purpose: This study aims to explore interdisciplinary and transdisciplinary interactions around sustainability, focusing on the United Nations sustainable development goals (SDGs). By using the city as an informal learning space, it presents a case study to raise SDG awareness, promote interdisciplinarity, foster critical thinking and empower students. Design/methodology/approach: Using qualitative content analysis, this study explores students' interdisciplinary engagements. The research centers on student-created Logbooks, combining field data for analysis via open coding. Findings: The informal setting facilitates transdisciplinary interaction and enriches interdisciplinary skills while retaining individuals' disciplinary tendencies. Research limitations/implications: Factors like local geographical conditions and participant numbers could lead to minor variations in future course applications. Although initial problem topics and discussions are confined to local urban geography, they might diversify during implementation. Practical implications: The Logbook serves as a guide for local urban issues and embodies interdisciplinary outcomes. It can be enhanced with maps and problem zoning. Social implications: Demonstrates effective SDG integration into higher education. Originality/value: This study spotlights interdisciplinary learning within an unconventional context -- urbanism -- bridging student gaps. Supported by a paradigm shift from sustainability to unsustainability, it underscores the significance of critical engagement with SDGs. |
|---|---|
| ISSN: | 1467-6370 1758-6739 |
| DOI: | 10.1108/IJSHE-10-2023-0504 |
