Research on transdisciplinary sustainability learning disproportionately examines students, with educational staff and societal partners underrepresented¶
Claim · All claims
Evidence · 1 study · reviewr2·q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Of 36 reviewed studies, 32 (88.9%) examined student experiences, while only seven (19.4%) included all three participant categories. → Weiwei Liu 2025
Evidence¶
Weiwei Liu 2025¶
Weiwei Liu, Valentina C. Tassone, Pascal Frank, Renate Wesselink, Harm J.A. Biemans. (2025). The role of human agency in dealing with challenges in transdisciplinary learning for sustainability in higher education: A scoping literature review. Educational Research Review 49. https://doi.org/10.1016/j.edurev.2025.100747
q2 · i? · review · r2
Characteristics analysis of the 36 included studies in the scoping review. The review reports 16 articles included educational staff viewpoints (44.4%), 12 studies explored societal partner perspectives (33.3%), and only seven articles (19.4%) included all three categories of participants.
"Most studies investigated participant's experiences in transdisciplinary learning for sustainability from a student perspective, including bachelor's, master's, and PhD students (N = 32, 88.9 %)."
Discussion¶
Related Claims¶
- Students experience challenges across all four aspects of transdisciplinary learning for sustainability, including unsettling reflection on sustainability issues, tensions with non-academic partners, disciplinary communication difficulties, and struggles with multiple perspectives — related
- Three general challenges recur in transdisciplinary learning environments: navigating uneven relationships, managing high time demands, and adapting to unfamiliarity with transdisciplinarity — related
- Participants enact agency through others by empowering across participant categories: educational staff empower students, while societal partners and students empower each other — related
- Uncertainty is a central feature of challenges in transdisciplinary learning for sustainability, encompassing both emotional and cognitive dimensions — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
td-learning-participant-underrepresentation |
title |
Research on transdisciplinary sustainability learning disproportionately examines students, with educational staff and societal partners underrepresented |
description |
Research on transdisciplinary sustainability learning disproportionately examines students, with educational staff and societal partners underrepresented |
status |
review |
evidence_strength |
weak |
newest_evidence |
2025 |
generated |
by process:wiki-ingest on 2026-10-21 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — weiwei-liu-2025 |
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