Transdisciplinary Education Research Articles

Teaching nutrition and sustainable food systems: justification and an applied approach.

Systems thinking is an essential skill for solving real-world problems, supporting lasting, impactful change, and creating desired futures. Transdisciplinary teaching and learning should be integrated into higher education to ensure students have the knowledge and skills to prosper in an ever-changing world. Education that addresses the interconnectedness of food systems is fundamental in cultivating future generations equipped to mitigate complex problems, such as hunger, nutrition-related chronic disease, and the climate crisis. Connecting the food, agriculture, and nutrition sectors is vitally important for improving human and planetary health and well-being. While we continue to acknowledge that it is critically important to teach systems thinking in the context of sustainable food systems limited resources are available to facilitate this type of learning. Historically, a "triple-bottom-line" approach focusing on economic, environmental, and social perspectives has been used to define sustainability. In contrast, including nutrition and health may provide a more robust view and even greater consideration for the system in its entirety. The sustainable, resilient, healthy food and water system framework, addressing all four pillars, can be used in higher education to help evaluate the sustainability of food and compare methods of production, place, and dietary patterns. This paper justifies the need for addressing sustainability issues in the context of nutrition and provides an educational approach to support student understanding and application of a systems thinking approach.

For a Sustainable Future: A Survey about the 2030 Agenda among the Italian Geosciences Community

The combined annual Congress of the Italian Geological Society (Società Geologica Italiana, SGI) and the Italian Mineralogical and Petrological Society (Società Italiana di Mineralogia e Petrologia, SIMP), dedicated to Geosciences for a sustainable future, took place in Turin in September 2022. This was an opportunity to critically reflect on the role of geosciences for our society and planet, and the role that geoscientists have to play in the education of citizens, for the prevention of natural hazards and the conservation of cultural and natural heritage. In continuity with our previous work on the awareness of the Sustainable Development Goals among young geoscientists in Italy, the present study attempts to expand the investigated sample to include the entire Italian community of geoscientists. The aim is to highlight: (1) the most widespread opinions on the link between Earth Sciences and the Sustainable Development Goals of the UN 2030 Agenda; (2) what steps have been taken by Italian Earth Sciences departments for sustainability education and what could be the best strategies to develop sustainability related to geoscience topics. According to 229 answers to a questionnaire sent to congress participants (corresponding to 20% of the total amount), the results highlight that the Italian geocommunity (at least its younger members) has a high awareness of the implications of its work and research with sustainability issues, and, in particular, their responsibility to the environment; notwithstanding this awareness, the level of average familiarity with the 2030 Agenda and its goals is still low. In order to bridge this gap, it is recognized that there is an urgent need for sustainability education efforts in departments and the use of inter- and trans-disciplinary teaching approaches that can educate both students and practitioners to be capable of addressing the challenging issues of today.

Redefining liberal arts education in the twenty-first century

Redefining liberal arts education in the twenty-first century

Transdisciplinarity / cross-disciplinarity / multidisciplinarity in language teaching projects for future translators

The article discusses the role of transdisciplinary, cross-disciplinary, multidisciplinary approach in translators' training. The paper provides an overview of this cluster of terms, underlining, on the one hand, their problematic ambiguity and, on the other, their conceptual similarity a better match either between a professional environment and academia or borrowing from (lending to) the knowledge and skills from different disciplines to solve a problem. The paper dwells on the educational potential of transdisciplinary education and the direction it has taken in recent decades. The authors claim the academic translator training can benefit from a suchlike approach. The transdisciplinary / cross-disciplinary project is outlined as the way by which a better practice-oriented and practice-based cumulative knowledge and learning can be formed. Specifically, the paper focuses on some academic translator projects aimed at students' dealing with audiovisual translation of video, infographics and multimedia resources for academic purposes and international events support. The paper illustrates how these projects can be implemented. The authors have stepped up their efforts towards including more transdisciplinary / cross-disciplinary / multidisciplinary projects in their curricula to show how the constructive correlations between educational and professional environment can be built providing more practice-focused knowledge and skills integration for students.

Revolutionizing the Public Health Workforce-A Policy Brief in Retrospect of the World Congress on Public Health Rome 2020.

Background: The COVID-19 pandemic dramatically illustrates the consequences of inadequate prioritization of the Public Health Workforce (PHW). This Policy Brief introduces a Call for Action following the plenary session entitled "Revolutionising the Public Health Workforce (PHW) as Agents of Change" as part of the 2020 World Congress on Public Health. Policy Options and Recommendations: In order to revolutionize the PHW, five long-term key approaches are proposed: 1. Transforming public health competencies through transdisciplinary education and inter-professional training; 2. Revolutionizing educational systems by shifting the public health paradigm; 3. Linking public health education and work opportunities; 4. Overcoming the paradoxical shortage and overproduction of graduates and 5. Developing adaptable, multisectoral agents of change. Conclusion: Public health education of the future requires a paradigm shift towards a holistic understanding of public health, characterized by transdisciplinary education, inter-professional training and a closer integration of academia, health services, and communities.

Transdisciplinary experiential learning in biomedical engineering education for healthcare systems improvement

BackgroundThe growing demand for more efficient, timely, and safer health services, together with insufficient resources, put unprecedented pressure on health systems worldwide. This challenge has motivated the application of principles and tools of operations management and lean systems to healthcare processes to maximize value while reducing waste. Consequently, there is an increasing need for professionals with the appropriate clinical experience and skills in systems and process engineering. Given their multidisciplinary education and training, biomedical engineering professionals are likely among the most suitable to assume this role. In this context, biomedical engineering education must prepare students for a transdisciplinary professional role by including concepts, methods, and tools that commonly belong to industrial engineering. This work aims to create relevant learning experiences for biomedical engineering education to expand transdisciplinary knowledge and skills in students to improve and optimize hospital and healthcare care processes.MethodsHealthcare processes were translated into specific learning experiences using the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model. This model allowed us to systematically identify the context where learning experiences were expected to occur, the new concepts and skills to be developed through these experiences, the stages of the student’s learning journey, the resources required to implement the learning experiences, and the assessment and evaluation methods. The learning journey was structured around Kolb’s experiential learning cycle, which considers four stages: concrete experience, reflective observation, abstract conceptualization, and active experimentation. Data on the student’s learning and experience were collected through formative and summative assessments and a student opinion survey.ResultsThe proposed learning experiences were implemented in a 16-week elective course on hospital management for last-year biomedical engineering undergraduate students. Students engaged in analyzing and redesigning healthcare operations for improvement and optimization. Namely, students observed a relevant healthcare process, identified a problem, and defined an improvement and deployment plan. These activities were carried out using tools drawn from industrial engineering, which expanded their traditional professional role. The fieldwork occurred in two large hospitals and a university medical service in Mexico. A transdisciplinary teaching team designed and implemented these learning experiences.ConclusionsThis teaching-learning experience benefited students and faculty concerning public participation, transdisciplinarity, and situated learning. However, the time devoted to the proposed learning experience represented a challenge.

Multidisciplinary education through faculty members’ conceptualisations of and experiences in engineering education

ABSTRACT Engineering education has become increasingly multidisciplinary in order to prepare future experts to transcend disciplinary boundaries and to co-construct solutions to solve grand challenges. However, faculty members’ perspectives and experiences have been largely ignored in the literature. To understand and support faculty members, the present study investigated faculty members’ conceptualisations of multi-, inter-, and transdisciplinary education. We conducted semi-structured interviews with 13 faculty members from engineering, business, art and design with varied experiences with multidisciplinary teaching, course design, and programme management. We found that while some faculty members conceptualised multidisciplinary education as an encompassing concept, most used disciplinary integration to distinguish multi-, inter-, and transdisciplinary education. However, their conceptualisations of the differences between multi-, inter-, and transdisciplinary education were nuanced. Summarising the perceived nuances in different aspects of course design, we propose a typology to demonstrate the variety of types in faculty members’ course design. By identifying the diversity and complexities of faculty members’ conceptualisations, this study attempts to help faculty members achieve an in-depth understanding of their conceptualisations and practices, as well as support engineering educators in designing courses with disciplinary integration.

A Study on the Collaborative Experiences of Faculty Members and Students Health-Oriented Transdisciplinary Process: Convergence of Science for Social Accountability

Introduction: Transdisciplinary education is necessary for the improvement of life quality and social sustainable development. The convergence of science also provides the opportunity to achieve this goal through collaborative learning and by crossing imaginary boundaries of various fields of knowledge. This study was part of a project titled "Application of artificial intelligence for developing tools for virtual education and counseling for prevention, diagnosis, treatment and self-care of cardiac patients" The aim was to share the experiences of professors and students participating in this transdisciplinary health oriented activity.
 Methods: We used a qualitative method in this study. Purposive sampling and data collection was performed through a focused group discussion session and three individual semi-structured interviews. The process of data analysis was based on the Granham and Lundman method, and the accuracy of our data was examined with Guba and Lincoln criteria.
 Results: The participants included 22 students and faculty members of various disciplines of medical sciences, engineering and art. Classes and members of qualitative analysis included "individual development" (self-directed learning, self-confidence, responsibility) and "social development" (transdisciplinary vision, academic leadership and social responsibility).
 Conclusion: Many of the themes, such as self-directed learning, self-confidence, responsibility and transdisciplinary vision, are hidden curriculum components that students learn through participating in team and problem-solving activities. Interdisciplinary activities are also effective for empowering faculty members in areas like academic leadership and creating a multidisciplinary perspective to respond to the needs of society.

Achieving Oral Health for All through Public Health Approaches, Interprofessional, and Transdisciplinary Education.

Achieving Oral Health for All through Public Health Approaches, Interprofessional, and Transdisciplinary Education.

Convergence and transdisciplinary teaching in quantitative biology.

The United States National Science and Technology Council has made a call for improving STEM (Science, Technology, Engineering, and Mathematics) education at the convergence of science, technology, engineering, and mathematics. The National Science Foundation (NSF) views convergence as the merging of ideas, approaches, and technologies from widely diverse fields of knowledge to stimulate innovation and discovery. Teaching convergency requires moving to the transdisciplinary level of integration where there is deep integration of skills, disciplines, and knowledge to solve a challenging real-world problem. Here we present a summary on convergence and transdisciplinary teaching. We then provide examples of convergence and transdisciplinary teaching in plant biology, and conclude by discussing limitations to contemporary conceptions of convergency and transdisciplinary STEM.

DIGITAL UNIVERSITY. CONCEPT OF CREATION

The article deals with the problem of creating and implementing a digital university. The author defines a digital university as a certain mega-educational service implemented on the basis of digital intelligent protocols for training specialists in various fields with a view to obtaining higher education and supporting research and educational activities. The component architecture of cognitive services of a digital university is defined as a technological basis for the provision of educational services. The following system components are defined: scientific education, world view, ontology, taxonomy of information resources, transdisciplinarity, transdisciplinarity of information resources, transdisciplinary education, cognitive technologies, knowledge capsule, narrative of information resources, university capacity, educational logistics, etc. The article describes educational and technological areas and their system components, which include: the formation of transdisciplinary educational clusters of scientific, educational and methodological literature; automatic systematization, classification and ordering by certain parameters of descriptions of scientific, scientific, technical and educational products and publications recommended for use in the educational process; creation of curricula in an ontological format; information and analytical assessment of the scientific relevance of the content of narratives of academic disciplines to modern challenges of development of specialized knowledge systems; creation of interactive knowledge bases on thematic profiles of academic disciplines; creation of a library of knowledge capsules for different curricula; formation of a digital image of each university teacher and each department; formation of classrooms for each student, taking into account the profile of his/her studies; formation of a digital image of each student, determination of evaluation criteria. The method of transdisciplinary consolidation of networked information and educational resources and knowledge systems in the operational environment of student research and educational activities is described. Characteristics of the cognitive-communicative scenario of consolidated interaction of students with digital narratives, educational assets and teachers are provided. The article presents the characteristics of the two-circuit operational space of a digital university and generalizes the scheme of consolidated interaction of a student with the educational resources of a digital university.

Transdisciplinary teaching practices for data science education: A comprehensive framework for integrating disciplines

Teaching data science programmes poses challenges for instructors due to the transdisciplinarity of the field and the diverse backgrounds and skill levels of students. Effective data science education requires a comprehensive approach that incorporates theoretical knowledge, practical skills, and industry relevance. However, it is difficult to find appropriate teaching strategies and tools that successfully integrate all these elements into the classroom. Consequently, there is a need to identify and develop effective pedagogical methods, instructional resources, and technological solutions that enable instructors to deliver well-rounded data science education that caters to the diverse needs of students and prepares them for real-world data-driven challenges. Knowing which technology is appropriate to use in conjunction with a particular teaching pedagogy to deliver a particular piece of learning material to diverse students is crucial. Therefore, this study aimed to explore how the TPACK (technological pedagogical content knowledge) influences data science teaching practices. To achieve this, the study surveyed 26 data science instructors to assess their confidence in the seven TPACK constructs. The findings of the study showed a low representation of women in data science education. The findings also showed a balanced knowledge between pedagogy and technological content, indicating that instructors can contribute to a comprehensive and engaging learning environment that supports student success in data science education. Despite this positive finding being established, it was not clear which technological teaching and learning tools instructors are familiar with. To this end, future studies are recommended in this area. The results further showed that model evaluation is not taught at undergraduate level. Therefore, the study recommends continuous professional development for data science instructors to effectively contribute towards training current and future data scientists. This is necessary since technologies, data, and data science tools and techniques evolve. Furthermore, the study recommends research be conducted on the type of data science framework required to guide instructors in terms of curriculum design, pedagogies, and technological tools. Research that informs policy is also necessary to support efforts directed at data literacy, especially to support personnel involved in human capacity development in data science. Lastly, within the scope of data science, interdisciplinary collaboration at national and international levels is recommended so that instructors can stay updated with advancements in subject matter, technology, and pedagogy.

Virtual Fossils for Widening Geoeducation Approaches: A Case Study Based on the Cretaceous Sites of Figueira da Foz (Portugal) and Tamajón (Spain)

Accessible palaeontological sites conform highly adequate out-of-school environments for meaningful learning experiences regarding formal and non-formal teaching of geosciences. With a perspective of international cooperation, two correlative Cenomanian–Turonian (Upper Cretaceous) outcrops from the Iberian Peninsula have been chosen as the focus of this project—the sections of Figueira da Foz (Portugal) and Tamajón (Spain)—along with the Palaeontological and Archaeological Interpretation Centre of Tamajón (CIPAT). Virtualization of fossil samples and sites has been undertaken by means of phase-shift scanning, photogrammetry, and small object scanning by structured light and laser triangulation, resulting in three-dimensional virtual models of the main fossil tracks and invertebrate fossil samples. These virtual fossils have allowed the development of transdisciplinary didactic activities for different educational levels and the general public, which have been presented as file cards where the age of participants, objectives, multiple intelligences, European Union key competences, needed resources, development, and further observations are specified. This work aims to contribute to improving the design and development of didactic sequences for out-of-school education at these sites, organizing effective transdisciplinary teaching tools, and developing awareness, values, and responsibility towards geoheritage.

Bridges to Civic Health: Enhancing Shared Service-Learning Collaboration in Nursing and History

Background: Faculty in nursing and history at Creighton University directed two service-learning courses on the history and public health implications of lead (Pb) exposure in Omaha, NE. As part of their service requirements, students conducted or observed blood lead screenings in area schools and reflected on these shared experiences in discipline-specific coursework. Strong student response encouraged the faculty to enrich transdisciplinary teaching and learning between these two courses. Although studies supply numerous best practices to develop collaborative experiences and service-oriented pedagogies, little work focuses on enriching collaborations between preexisting courses. Purpose: This study examines the outcomes of a partnership between nursing and history and presents a practical model that instructors can use to foster and deepen transdisciplinary service-learning. Methodology: Employing a hybrid grounded theory/topic modeling analysis of student reflection papers, we identify course outcomes of closest convergence. Findings/Conclusions: We argue that instructors can deepen transdisciplinary partnerships between service-learning courses by focusing on a common exemplar, encouraging collaborative experiences in the classroom and at service sites, and employing civic health as a shared concept in curricula. Implications: Beyond nursing and history, our model may be employed by faculty in preexisting service-learning courses to bring their courses into transdisciplinary convergence.

‘Undisciplining’ higher education without losing disciplines: furthering transformative potential for students

ABSTRACT In universities worldwide, there has been a movement away from mono-disciplinary towards multi-, inter- and transdisciplinary education, motivated by the notion that complex societal issues call for more than a single disciplinary perspective. To prepare students for a role in addressing these issues, flexibility within educational programs is needed for students to move within, across and beyond disciplines. Contrary to the intended orientation on societal issues, multi-, inter- and transdisciplinary education appear in the current discourse regularly as aims in themselves, as if they were distinctive types of education that one should adopt at the level of a course or a program. We argue that education could more flexibly utilize and create free space: continuously questioning, also together with students, what sorts of perspectives and disciplinarities problems require. Therefore, we propose boundary crossing as an alternative way of thinking about multi-, inter- and transdisciplinary education. At many universities, organizing for flexibility already gains some traction. However, we believe that a shift of focus towards more open ways of transgressing disciplines in the field of higher education is vital for furthering the transformative potential of multi-, inter- and transdisciplinarity for students to being and becoming the professionals that society needs.

Regenerative economics for planetary health: A scoping review

Introduction: The relationship between humans and our planet is conditioned by an economic system that undermines rather than supports health. There has been an emerging focus on the relationship between economic structures and planetary health, but alternative economic approaches to support health for people and the planet require further development. Regenerative economics offers a compelling approach to transform humankind’s relationships with each other and their environment. Regenerative economics fosters grounded, pragmatic solutions to wider human and ecological crises that moves beyond a sustainability discourse towards one of regeneration. While there are, notionally, large areas of overlap between regenerative economics and planetary health, to date these have not been systematically articulated. Methods: A scoping review was performed to examine the background, principles, and applications of regenerative economics, and their implications for planetary health. Five databases (SCOPUS, Ovid Medline, Web of Science, Geobase, IEEE Xplore) were searched for peer-reviewed literature using key terms relating to regenerative economics and planetary health. Findings were reported using thematic synthesis. Results: The review identified a total of 121 articles and included 30 papers in the final review, from economics, industrial design, business, tourism, education, urban design and architecture, energy, technology, and food and agriculture. The principles of regenerative economics focused on people, place, planet, position, peace, plurality, and progress. Putting these principles into action requires identifying and valuing different forms of capital, taking a dynamic systems approach, applying regenerative design, developing a true circular economy, good governance, and transdisciplinary education and advocacy. Conclusions: While the principles of regenerative economics and planetary health are well aligned, the tools and actions of each field differ substantially. Planetary health can learn from regenerative economics’ grounding in natural design principles, systems-based approaches, actions at the right scale and cadence, respect for diversity, community and place, and mindset that moves beyond sustainability towards a regenerative future.

The Impact of Convictions on Interlocking Systems

What gives a researcher the conviction that a project deserves the time spent collecting data—or does the data itself inspire the research? Conviction, in this context, refers to the confidence that the data will potentially inform or enhance the work in a given field (a system). While objectivity about the collection process itself requires integrity, the decision to apply for funding and move forward requires this more elusive sense of commitment. Discussions about integrity in research assume a universal standard, but only recently have studies examined the varied interpretations of "integrity." More than a moral code, more than a lack of statistical bias, to most researchers, integrity may imply response to an undefinable sense of "truth" (Shaw, Satalkar 2018). Today's constantly changing conditions remain fraught with decisions about topical relevance, questions of bias, and the caution not to act on outdated statistics that confirm our worst assumptions and confuse questions of "truth" (Rosling 2018). This paper draws on research in systems theory, health informatics, environmental and behavioral science, and transdisciplinary education to define an analog for long-term research in which the data itself inspired the conviction to sustain a project with counterintuitive data. Once set in motion, the pattern of sustainability redefined expectations, thus launching parallel research—imitable patterns of hopeful action--in surrounding systems, each driven by new observations and statistics. In these transdisciplinary examples, decisions to expand problem-solving contexts or hypotheses resulted from an analog built loosely on these steps: Statistics-gathering; Collaboration and interpretation of data; Conviction of a need to replicate the results, based on the data; Adaptation of the project (and the thinking) based on the data; Stakeholder actions based on confidence in the data; Long-term impacting one field; and finally, Mimicry or movement in parallel fields of research or institutions or locations, based on the results of the prior steps. In the best-case scenarios cited, a project grounded in data affirms hope and leads to resilience or sustainability over time and across disciplines and interlocking systems (Goodall, 2021, Rosling, 2018, Ribeiro 2021, Langness 2020, Platt 2022).

Оn the implementation of a transdisciplinary approach in preparing future mathematics teachers

Introduction. The disparate study of certain areas and branches of knowledge, characteristic of the disciplinary approach, has largely lost its position, recognising the inevitability of interdisciplinary cooperation. At present, interdisciplinarity is already being comprehended at a new level, creating the prerequisites for the introduction of a transdisciplinary approach to solving complex problems, including in the educational sphere.Aim. The current research aims to present the transdisciplinary teaching means, which are relevant in the process of training future teachers of mathematics, and which are identified on the basis of an analysis of the content of education.Methodology and research methods. General scientific and empirical methods were used to develop the ideological basis of the study. The aforementioned methods allowed the authors to draw up a complete picture of the problem under study, to identify its patterns and trends, to understand the essence. The search and selection of mathematics subject content with transdisciplinary properties was based on a systematic and interdisciplinary approach. At the stage of testing the research hypothesis, the competency-based approach was decisive, and tactical tasks were solved by referring to the activity approach. In addition, the main provisions of the concepts of humanisation and humanitarisation of education, as well as the principles of fundamentalisation of mathematical education, were taken into account.Results and theoretical significance. The expediency of using inequalities and convex functions in the training of future mathematics teachers in the context of a transdisciplinary approach is substantiated. A phased description of the work carried out allows us to trace the methods of reflecting the modern scientific content of the relevant topics, conditions, means and expected results of pedagogical interaction. The theory and methods of teaching mathematics at the university are enriched with a qualitatively new vision of the educational potential of the concepts of inequality and a convex function.Practical significance. The introduction of inequalities and convex functions in the process of future mathematics teachers training at Vyatka State University made it possible to demonstrate the possibilities of a transdisciplinary approach in the development of students’ worldview and the formation of professionally significant students’ competencies. The presented means of implementing the transdisciplinary approach can also be comprehended in teaching students of other areas of training.

Understanding urban sustainability from Mode 2 Science and transdisciplinary education: how Master Thesis Ateliers of the Ghent Stadsacademie tackle wicked issues.

The wicked sustainability problems that we are increasingly facing not only require new ways of knowledge production, but also challenge our traditional educational system. More and more importance is attached to educational practices and experiments focusing on transdisciplinary problem framing, a pluralistic search for solutions and active collaboration with various stakeholders throughout society. The aim of this article is to investigate how an inter- and transdisciplinary setting in which students develop master theses can contribute to learning about a specific urban problem and what challenges this transdisciplinary education entails. Starting from relevant theoretical and analytical frameworks, such as Mode 2 Science (Nowotny et al. 2005) and the three-phase model of Lang et al. (2012), we first outline the philosophy and approach of the general setting: the Stadsacademie, a collective learning platform or ‘collaboratory’ to explore and investigate wicked problems perceived in the city of Ghent (Belgium). To provide more in-depth and refined insights, we focus on an exemplary activity of the Stadsacademie: the Master Thesis Ateliers ‘Diversity in Social Housing’. A Master Thesis Atelier (MTA) is a collaborative trajectory of one academic year in which 4 to 8 master students and their supervisors from different disciplinary backgrounds concentrate on one specific urban problem and collaborate with non-academic actors aiming to explore and to impact upon that issue. We conclude this article with overall reflections and suggestions for transdisciplinary approaches within educational practices to tackle wicked sustainability issues.

Embodied transfer of knowledge using dynamic systems concepts in high school: A preliminary study.

The transfer of knowledge among academic subjects and linking different phenomena are crucial education competencies in Bloom's taxonomy of learning goals. From another side, modern cognitive science defines cognition and learning as embodied. The Synthetic Understanding through Movement Analogies (SUMA) educational framework proposes embodied learning of general scientific principles and concepts and knowledge transfer among academic disciplines encompassing sciences, humanities and arts. Accordingly, this research aimed to evaluate the educational potential of teaching a set of Dynamic Systems Theory (DST) concepts through body movement experiences in first-grade high school students. Five classes of high school students (n=71; 23 girls, 46 boys and 2 non-binaries, aged 12-13 y.) followed a four-week intervention addressed to teaching five DST concepts (order parameter, stability, control parameter, instability and phase transition) and transfer them to biological and social phenomena. Students followed four teaching phases: a) embodied experience, b) reflective observation of the experience, c) abstract conceptualization of the experience using the five general concepts, d) transfer of knowledge through the concepts to different phenomena from biological and social science academic subjects. Students' integration and transfer of knowledge abilities were evaluated pre- and post-intervention through a questionnaire and three open-ended questions. Results were compared using non-parametric Wilcoxon matched-pairs test and effect sizes were calculated through PS dep measures. Students' abilities to integrate and transfer knowledge increased post-intervention (Z=7.322, p<0.0001, PSdep=1). The effect of the intervention points to the potential of teaching general DST concepts through body movement experiences in high school students for achieving the goals of an embodied and unificatory transdisciplinary education.