Transdisciplinary teaching and learning in a master’s program in urban agriculture
Purpose This study aims to explore transdisciplinary teaching and learning in a transdisciplinary master’s course in an urban agriculture master’s program. Design/methodology/approach An action research approach was used, applying qualitative methods, such as reflection notes, classroom dialogues, f...
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| Vydané v: | International journal of sustainability in higher education Ročník 26; číslo 7; s. 1551 - 1567 |
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| Hlavní autori: | , , |
| Médium: | Journal Article |
| Jazyk: | English |
| Vydavateľské údaje: |
Bradford
Emerald Group Publishing Limited
29.10.2025
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| ISSN: | 1467-6370, 1758-6739, 1758-6739 |
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| Abstract | Purpose This study aims to explore transdisciplinary teaching and learning in a transdisciplinary master’s course in an urban agriculture master’s program. Design/methodology/approach An action research approach was used, applying qualitative methods, such as reflection notes, classroom dialogues, focus group discussions and interviews. Findings The students expressed high-level inter- and intrapersonal competencies and provided thorough insights into how they developed ideas across disciplines. However, the potential for collaborating with partners outside the university (case owners) was not fully exploited and needs further development. Originality/value The study constitutes a detailed example of the benefits and challenges of transdisciplinary teaching and learning, suggesting an integral education. It adds to the knowledge of how to develop academia further to facilitate competence for sustainable development. |
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| AbstractList | Purpose This study aims to explore transdisciplinary teaching and learning in a transdisciplinary master’s course in an urban agriculture master’s program. Design/methodology/approach An action research approach was used, applying qualitative methods, such as reflection notes, classroom dialogues, focus group discussions and interviews. Findings The students expressed high-level inter- and intrapersonal competencies and provided thorough insights into how they developed ideas across disciplines. However, the potential for collaborating with partners outside the university (case owners) was not fully exploited and needs further development. Originality/value The study constitutes a detailed example of the benefits and challenges of transdisciplinary teaching and learning, suggesting an integral education. It adds to the knowledge of how to develop academia further to facilitate competence for sustainable development. |
| Author | Hvoslef-Eide, Trine Gjøtterud, Sigrid Holen, Rasa |
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| Cites_doi | 10.3390/su12166500 10.1016/j.jclepro.2005.11.054 10.3390/su13073680 10.1108/IJSHE-04-2015-0078 10.1108/IJSHE-06-2023-0243 10.1007/BF01405730 10.7788/ijbe.1996.24.1.253 10.1108/IJSHE-04-2021-0156 10.1108/IJSHE-11-2021-0465 10.4135/9781848607934.n11 10.3390/su9101889 10.1108/IJSHE-02-2016-0030 10.1108/IJSHE-03-2021-0111 10.1108/14676370510623829 10.1007/978-3-319-56185-1_1 10.1080/13504622.2022.2069679 10.22545/2012/00031 10.3390/su12072925 10.1016/j.learninstruc.2006.03.005 10.22545/2010/0009 10.1111/2041-210X.12860 10.3390/su13052901 10.1080/02604027.2014.934631 10.1007/s12564-019-09580-6 |
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