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

Arinola Adefila; Yung-Fang Chen; Chia-Ming Chao; Muyiwa Oyinlola; Fatai Anafi

doi:10.1080/14703297.2022.2062032

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

Arinola Adefila
, Yung-Fang Chen
, Chia-Ming Chao
, Muyiwa Oyinlola
, Fatai Anafi

De Montfort University
Staffordshire University
Nan-Hua University
Ahmadu Bello University

Research output: Contribution to journal › Article › peer-review

14 Citations (Scopus)

264 Downloads (Pure)

Abstract

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.

Original language	English
Pages (from-to)	476-487
Number of pages	12
Journal	Innovations in Education and Teaching International
Volume	60
Issue number	4
Early online date	7 Apr 2022
DOIs	https://doi.org/10.1080/14703297.2022.2062032
Publication status	Published - 4 Jul 2023

Bibliographical note

This is an Accepted Manuscript version of the following article, accepted for publication in Innovations in Education and Teaching International. Adefila, A, Chen, Y-F, Chao, C-M, Oyinlola, M & Anafi, F 2023, 'Developing transformative pedagogies for transdisciplinary education – Resources and competencies students need', Innovations in Education and Teaching International, vol. 60, no. 4, pp. 476-487. https://doi.org/10.1080/14703297.2022.2062032

It is deposited under the terms of the Creative Commons Attribution-NonCommercial License (http://creativecommons.org/licenses/by-nc/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited.

Funder

This work was supported by the Royal Academy of Engineering [RIF Round 8, 01/08/16–31/07/17]

Funding

This work was supported by the Royal Academy of Engineering [RIF Round 8, 01/08/16–31/07/17]

Funders	Funder number
Royal Academy of Engineering, The	01/08/16–31/07/17
Royal Academy of Engineering, The

Keywords

transformative pedagogies
internationalisation
experiential learning
cross-border mobility
global challenges

Access to Document

10.1080/14703297.2022.2062032

Post-PrintAccepted author manuscript, 1.08 MBLicence: CC BY-NC

Cite this

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title = "Developing transformative pedagogies for transdisciplinary education: Resources and competencies students need",

abstract = "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.",

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

Abstract

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Keywords

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