Embedding inter- and transdisciplinary sustainability skills and knowledge development in higher education: perspectives from an innovative new degree

Abstract

Addressing sustainability challenges requires graduates who can think systemically, collaborate across disciplinary and societal boundaries, and act effectively under conditions of uncertainty. Higher Education increasingly recognizes the need for such capabilities, however, many programmes continue to prioritise disciplinary depth over integrative, practice-oriented learning, that also considers the social dimensions of learning. This paper presents a novel curriculum model developed within the undergraduate Environmental Change and Sustainability programme at the University of Birmingham that explicitly embeds inter- and transdisciplinary learning through its core. We describe the design and implementation of two scaffolded modules that integrate sustainability frameworks, inter- and transdisciplinary skills, structured collaborative learning, engagement with external stakeholders and reflective practice. We also examine the role of a co-curricular global sustainability competition in supporting within-curricular learning, cohort identity and early student agency. Based on our experience, early and sustained exposure to inter- and transdisciplinary approaches enhance students’ integrative capacity and confidence as emerging sustainability practitioners. Because the module is framed around shared sustainability challenges rather than specific disciplines, it is transferable across degree programmes and institutional contexts. Here we offer a practical example of how a conscious focus on explicit inter- and transdisciplinary awareness alongside practice can strengthen undergraduate education for real-world sustainability problem-solving.