This proposal outlines an ongoing PhD study that explores how students in Norwegian upper secondary schools experience and perceive transdisciplinary teaching practices. The study employs a mixed-methods approach, with a case study scheduled for spring 2025. The research questions is as follows:

-          How do students perceive and articulate their experiences when participating in a transdisciplinary school project?

The objective of this study is to explore and understand how students perceive and articulate theirexperiences in a transdisciplinary school project. This research aims to provide insights into the dynamics of transdisciplinary education and its impact on student learning and engagement. Additionally, it highlights the importance of a democratic learning environment where all participants are encouraged to contribute to the shared learning community. By focusing on these aspects, the study offers a comprehensive understanding of how students experience and communicate their participation in transdisciplinary school projects, and how such educational approaches influence their learning.

The theoretical perspectives primarily draw from the sociocultural view of learning (Vygotsky, 1978). Additionally, significant research in the field of transdisciplinary teaching and learning and integrated curriculum (Drake & Reid, 2020; 2018; T. Augsburg, 2014; Vars, 2001) is considered. Transdisciplinary teaching adopts a student-centred approach, focusing on meaningful topics that address real-world challenges both locally and globally. Furthermore, an integrated curriculum fosters a holistic understanding of knowledge by prioritising topics over individual subjects, thereby transcending traditional subject boundaries (Drake & Reid, 2018). Accordingly, a transdisciplinary approach ensures that learning is contextual and actively engages with the surrounding environment. It promotes in-depth learning and encourages student participation in the learning community (Fullan et al., 2018). Through transdisciplinary work, students can connect major global themes with their own experiences, gaining a deeper understanding of local and global connections (Vars, 2001). By examining students’ experiences with transdisciplinary teaching and learning, one can identify key characteristics of transdisciplinarity (Augsburg, 2014)

The competencies acquired from transdisciplinary teaching are in accordance with the OECD Learning Compass 2030, which identifies three “transformative competencies” needed to cope with the future challenges of the 21st century: creating new value, reconciling tensions and dilemmas, and taking responsibility (OECD, 2023). This study’s findings can contribute to the international discourse on transdisciplinary education and provide insights that are applicable beyond the Norwegian context.

The case study employs a mixed methods approach, focusing on upper secondary schools in Norway engaged in similar transdisciplinary school projects. The case study spans four months during the spring 2025.The participants are students aged 17-18, all in year twelve in upper secondary school. Qualitative data is collected from one school involving 30 students through focus groups, which include semi-structured interviews (Creswell, 2014) and video observations (Heath et al., 2010). The semi-structured interviews are designed to explore students’ experiences and perceptions of the transdisciplinary school project, allowing for in-depth discussions and flexibility in responses. Video observations of these students’ classroom activities provide a source of data for describing student actions and collaboration in transdisciplinary classroom settings. Quantitative data is gathered from a survey distributed to students from multiple other upper secondary schools in Norway. The survey is designed to collect data of students’ perceptions and attitudes related to similar transdisciplinary projects. This broader dataset complements and triangulates the qualitative findings, allowing for a more comprehensive analysis of the research questions. The qualitative data from interviews and video observations is analysed using thematic analysis to identify key themes and patterns in students experiences within a transdisciplinary framework. The quantitative survey data is analysed using statistical methods to identify trends and correlations between the datasets. The integration of qualitative and quantitative data will potentially provide a comprehensive understanding of how students in upper secondary school experience transdisciplinary teaching practices.

The expected findings of this study include enhanced understanding of transdisciplinary learning, providing insights into how students integrate knowledge across subject boundaries to address real-world problems. Additionally, the study aims to capture student perceptions and experiences, identifying key themes and patterns in students experience and engage with transdisciplinary teaching and learning. By examining how students experiences with transdisciplinary teaching and learning, we can uncover important traits and key characteristics of behaviour that define transdisciplinary approaches in education. Students are likely to highlight the development of critical thinking, problem-solving, and communication skills, as well as improvements in their ability to work collaboratively and manage complex tasks.

Augsburg, T. (2014). Becoming transdisciplinary: The emergence of the transdisciplinary individual. World Futures, 70(3-4), 233-247. https://doi.org/10.1080/02604027.2014.934639 Drake, S. M., & Reid, J. L. (2018). Integrated curriculum as an effective way to teach 21st century capabilities. Asia Pacific Journal of Educational Research, 1(1), 31-50. https://doi.org/10.30777/APJER.2018.1.1.03 Drake, S. M., & Reid, J. L. (2020). 21st century competencies in light of the history of integrated curriculum. Frontiers in Education, 5, Article 10. https://doi.org/10.3389/feduc.2020.00010 OECD. (2023).The OECD Learning Compass 2030. OECD Future of Education and Skills 2030. Retrieved June 6, 2024, from https://issuu.com/oecd.publishing/docs/e2030-learning_compass_2030-concept_notes Vars, G. F. (2001). Can curriculum integration survive in an era of high-stakes testing? Middle School Journal, 33(2), 7-17. https://www.jstor.org/stable/23043475 Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.