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.
This study provides a comprehensive investigation into the evolving structural matrix connecting the contemporary teacher, systems of teacher education, and the fundamental concept of pedagogic responsibility. Positioned within the dynamic structural changes of twenty-first-century education most notably defined by Ind...
Davinder Kour, Manpreet Kour· RESEARCH REVIEW Internationa...· 0 citations
Higher education must move beyond traditional knowledge-transmission models to meet the demands of rapidly changing knowledge societies. This article explores the integration of student-centered pedagogy and Open Knowledge Systems as a framework for transforming university education. Student-centered pedagogy promotes...
Yash Yadav· International Journal of Hum...· 1 citation
Climate change demonstrates one of the most crucial global predicaments of the 21st century, necessitating imperative educational responses to capacitate learners with the information, aptitudes, and principles essential for sustainable action. Its infusion into the school curriculum is disjointed and inadequately coor...
Samkelo Prince Nkwanyana, Samantha Govender, K. Mpuangnan· Veredas do Direito· 0 citations
While global discourse increasingly demands environmental stewardship, contemporary educational frameworks often relegate sustainability to theoretical, compartmentalized segments of curriculum. This paper addresses the critical necessity of embedding systemic sustainability across primary and secondary school operatio...
S. S. Iqbal· Journal of innovative resear...· 0 citations
Abstract This paper presents a two-stage scoping review of 67 studies published between 2010 and 2025, mapping the development of curriculum and pedagogy in climate change education (CCE), and serves as the introduction to a special issue of the Journal of Environmental Education that examines the state of curriculum a...
Neus (Snowy) Evans, Chris Eames, Douglas D. Karrow et al.· The Journal of Environmental...· 0 citations
This article critically examines Education for Sustainable Development (ESD) within teacher education, considering its alignment with the Sustainable Development Goals. Adopting a theoretical-critical approach, this study is based on a critical narrative review of national and international publications from 2015 to 20...
J. Gomes-Figueiredo, Janete do Rosário Amaro Crisanto· Revista Brasileira de Ciênci...· 0 citations
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