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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Veröffentlicht in:International journal of sustainability in higher education Jg. 26; H. 7; S. 1551 - 1567
Hauptverfasser: Gjøtterud, Sigrid, Holen, Rasa, Hvoslef-Eide, Trine
Format: Journal Article
Sprache:Englisch
Veröffentlicht: Bradford Emerald Group Publishing Limited 29.10.2025
Schlagworte:
Academic disciplines
Addition
Agricultural Skills
Agriculture
Climate change
Collaboration
College Faculty
College Science
Colleges & universities
Competence
Cooperation
Education
Educational Environment
Educational objectives
Educational Technology
Higher Education
Influence of Technology
Intellectual Disciplines
Interdisciplinary Approach
Interdisciplinary aspects
Interpersonal Competence
Introductory Courses
Knowledge
Learner Engagement
Learning
Learning Processes
Learning Theories
Municipalities
Nonprofit organizations
Outcomes of Education
Pedagogy
Qualitative research
Research Projects
Strategic Planning
Students
Sustainability
Sustainable development
Teacher Competencies
Teaching
Teaching Methods
Teams
Urban agriculture
Urban farming
World Problems
ISSN:1467-6370, 1758-6739, 1758-6739
Online-Zugang:Volltext
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Beschreibung
Zusammenfassung: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.
Bibliographie:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 14
ISSN:1467-6370
1758-6739
1758-6739
DOI:10.1108/IJSHE-11-2023-0583