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, including a scoping review, a case study and an intervention study. The overarching thesis will be answered through three sub research questions:

1. What are the key challenges and successes experienced by secondary schools when integrating transdisciplinary teaching approaches? A scoping review of transdisciplinary perspectives and implications for education from 2000 – 2024.
2. How do students perceive and articulate their experiences and involvement when participating in a transdisciplinary school project?A case study in a Norwegian upper secondary schools.
3. What strategies can be developed to address the successes and challenges of transdisciplinary teaching design? An intervention study in a Norwegian upper secondary school.

The topic of my PhD study is transdisciplinary teaching design in upper secondary school and 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 emphasises the importance of a democratic learning environment where all participants are encouraged to contribute to the shared learning community. By using a transdisciplinary approach as an intervention, this study seeks to foster a more inclusive and collaborative educational experience among students in upper secondary school. 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, 1986), the Cultural-Historical Activity Theory (CHAT) (Engeström, 1987), and the Expansive Learning Theory (Engeström & Sannino, 2010).  The approach of interactive learning processes in a transdisciplinary teaching design aligns with the theory of expansive learning, which views learning as collective effort and highlights the proactive and collaborative role of students. This perspective shifts the concept of learning from individual knowledge acquisition to dynamic, collective processes, shaped and transformed through social interaction and teamwork. Focusing on social interaction in learning development poses a significant challenge for future studies of expansive learning, particular the rise of peer production (Engeström & Sannino, 2010).

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, 2020). 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).

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 study employs a mixed methods research design, focusing on upper secondary schools in Norway engaged in similar transdisciplinary school projects. The 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), video observations (Heath et al., 2010) and stimulated recall interviews (Dempsey, 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. Stimulated recall interviews are conducted using selected moments from video observations, enabling students to reflect on and discuss specific interactions within the context of transdisciplinarity. 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 the transdisciplinary projects. This broader dataset complements and triangulates the qualitative findings, allowing for a more comprehensive analysis of the research questions. An intervention study is also a part of this case study, utilising the theoretical framework of Cultural- Historical Activity Theory (CHAT) as outlined by Engeström and Sannino (2010), and the Expansive Learning Cycle proposed by Engeström (1987). The intervention involves implementing transdisciplinary teaching strategies to prompt transdisciplinary reflection and learning among students. The CHAT framework provides a lens for analysing interactions and activities in the transdisciplinary projects, while the Expansive Learning Cycle guides the iterative process of reflection and improvement. The comprehensive approach allows for an in-depth examination of the transdisciplinary school project and its impact on students. The intervention study involves the same 30 students from the single upper secondary school. 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 a transdisciplinary teaching design.

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 factors that promote student participation in transdisciplinary projects. 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. Furthermore, the study anticipates potential evidence of improved student collaboration and deeper learning through transdisciplinary invention activities. However, it also acknowledges the challenges and difficulties that may arise. Some students may report initial confusion or difficulty in understanding how to integrate different disciplinary perspectives. Additionally, there may be challenges related to group dynamics, such as coordinating with peers and managing differing opinions. The potential conclusions of this study indicate that students may show improved critical thinking and problem-solving skills across subject boundaries as a result of participating in this transdisciplinary school project. The study may underscore the importance of using a transdisciplinary curriculum to promote critical thinking and in-depth learning among students in upper secondary schools. This aligns 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). Furthermore, the conclusion may have significant implications for educational policy and practice, suggesting the need for more widespread adoption of transdisciplinary approaches in secondary education.

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