Transdisciplinary teacher education: A theoretical framework to address socio-environmental complexity
Abstract This essay examines the theoretical underpinning and methodological implication of integrating transdisciplinarity into teacher education to strengthen public policy in education to address the complex socio-environmental challenges of the 21st century. Drawing on complexity theory and transformative learning frameworks, we argue that traditional disciplinary boundaries are increasingly insufficient for tackling multifaceted issues such as climate change, social inequality, and technological advancement. Transdisciplinarity, by integrating diverse knowledge systems including scientific, ancestral, and artistic wisdom, offers a more holistic framework for understanding to these complexities. This approach fosters critical thinking and problem-solving skills in teacher education, enabling them to develop innovative pedagogical strategies that bridge knowledge gaps and promote holistic student learning. The essay concludes by highlighting the crucial role of transdisciplinarity in shaping education policy that empowers teachers as facilitators of knowledge sharing and agents of positive social and environmental change.