Developing transformative pedagogies for transdisciplinary education – Resources and competencies students need

• Arinola Adefila ^[1] ; Yung-Fang Chen ^[2] ; Chia-Ming Chao ^[4] ; Muyiwa Oyinlola ^[5] ; Fatai Anafi ^[3]
  1. [1] Staffordshire University

     Staffordshire University

     Reino Unido

     
  2. [2] Coventry University

     Coventry University

     Reino Unido

     
  3. [3] Ahmadu Bello University

     Ahmadu Bello University

     Chikaji, Nigeria

     
  4. [4] Nan-Hua University, Chia-Yi County, Taiwan
  5. [5] De Montfort University, Leicester

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• Localización: Innovations in education and teaching international, ISSN 1470-3297, Vol. 60, Nº 4, 2023, págs. 476-487
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • International field trips provide opportunities for interdisciplinary or transdisciplinary learning experiences which can be transformative. Whilst these projects are becoming popular with increasing focus on internationalisation of the curriculum, tackling global challenges and encouraging student mobility, there is scant literature on the critical pedagogical approaches which support the design and delivery of transformative learning experiences. The study described herewith examined the transformative pedagogies used to facilitate learning during interdisciplinary and transdisciplinary field trips and placements. Objectives of the study included (1) evaluating the impact of two projects related to student interdisciplinary and transdisciplinary field trips; (2) identifying best practice of teaching and learning design; and (3) providing recommendations for future higher education (HE) arrangements. The findings show that transformative learning experiences must be carefully integrated into the design of international field trips, setting up pivotal learning moments and suitable challenges which enhance reflexivity, shared learning and problem-solving.