Reports
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Project results and open access materials
Are you interested in Design Thinking, Creative Pedagogies, Transformative Education, and other topics connected to SciCultureD? This page collects reports and results generated by the SciCultureD partners.
ScicultureD transdisciplinary courses evaluations
Each ScicultureD intensive course was studied to improve the next one and develop a best practice transdisciplinary courses. These reports analyse the impact the project had on the partners and on the participants. HVL in collaboration with all partners evaluated the three intensive transdisciplinary courses through a mixed methodology approach that aims to capture participants’ and staff experiences and improvements. Data were collected and analysed around each course and then combined into an overview analysis to show evidence of how the whole process has worked. Data collection was carried out through a pre and post questionnaire for all target groups: participants, trainers and partners. This quantitative information was coupled to qualitative data through interviews, reflective journals (photologs) and observations to assess the effectiveness of the pedagogical approaches and the programme, to develop innovative courses. Elements of innovation and key course concepts such as transdisciplinary culture, and the combination of design thinking with embodied creative pedagogies were closely tracked within the data collection and analysis to understand how and what they bring to the courses. Spacewas also allowed in the analysis for emergent innovations within the SciCultureD courses, events and workshops which were monitored and documented for future dissemination and development.
1st Intensive Course Evalution
2nd Intensive Course Evalution
Bochum 2023
3rd Intensive Course Evalution
ScicultureD Literature Review on Transdisciplinary Education in HEI
To assess the current landscape of TD education in HEIs, a comprehensive review of 32 selected studies was conducted by city2science in collaboration with HVL and the University of Malta, exploring definitions, boundaries crossed, motivations, methodologies, and challenges. The findings highlight that TD education integrates diverse disciplines and stakeholder perspectives, fostering skills like critical thinking and creativity while addressing societal challenges. However, systemic barriers, cultural resistance, and resource limitations hinder widespread adoption.
Suggested citation: Myhub, Basel, Verena Molitor, Annette Klinkert, Kerry Chappell, Valentina Delconte, and Edward Duca. 2024. Literature Review on Transdisciplinary Education in HEI. Produced as part of the SciCultureD project (SciCultureD – Bringing together social enterprise, scientific research, and the arts). Published online, 2025, Available at: https://scicultured.eu/wp-content/uploads/2025/01/SciCultureD-Literature-Review-on-Transdisciplinary-Education-in-HEI.docx.pdf
Embedding of a SciCultureD approach within partner institutions— CPD courses for teachers and other academics, executing undergraduate courses, policy change within HEI institutions
This report prepared by city2science outlines key tasks and findings from the SciCultureD project, aimed at advancing transdisciplinary (TD) education in higher education institutions (HEIs) and continuous professional development (CPD) programmes. By integrating TD practices into curricula and institutional policies, SciCultureD seeks to address global challenges such as sustainability, inequality, and public health through collaborative, innovative, and inclusive approaches.
Task 1: Literature Review
To assess the current landscape of TD education in HEIs, a comprehensive review of 32 selected studies was conducted, exploring definitions, boundaries crossed, motivations, methodologies, and challenges. The findings highlight that TD education integrates diverse disciplines and stakeholder perspectives, fostering skills like critical thinking and creativity while addressing societal challenges. However, systemic barriers, cultural resistance, and resource limitations hinder widespread adoption.
Task 2: CPD Course Gap Analyses
city2science and Science View analyzed their CPD courses to identify gaps in implementing TD principles. While the training programs incorporate interdisciplinary elements and hands-on activities, limited engagement with external stakeholders constrains their transdisciplinary potential. Recommendations include involving diverse actors and expanding the scope of training to enhance societal impact.
Task 3: ECTS Undergraduate Course Gap Analyses
The University of Malta and Western Norway University of Applied Sciences evaluated ECTS undergraduate courses. While these programs include innovative elements like project-based learning, sustainability-focused projects, and creative ideation techniques, they face challenges in fully embedding TD approaches, particularly in fostering cross-disciplinary teamwork and stakeholder collaboration.
Task 4: Policy Change Workshop
An interactive workshop with project partners was conducted to develop actionable policy recommendations for embedding TD education into institutions. The workshop emphasized aligning higher education policies with European values such as inclusivity, sustainability, and active citizenship, ensuring long-term institutional and societal benefits.
Key Policy Recommendations
The report concludes with the following set of policy recommendations for advancing transdisciplinary (TD) education in HEIs
- Embed transdisciplinary approaches in HEIs’ educational curricula
- Incentivize faculty and teaching staff to Adopt TD Approaches
- Foster partnerships between academia and non-academic stakeholders
- Align policy and funding priorities with TD objectives
- Increase accessibility and promote inclusivity in TD education
- Establish evaluation and follow-up mechanisms