What the study found
The authors report that integrative teaching and learning in inter- and transdisciplinary (ITD) higher education can be organized around specific competencies, competence-oriented learning objectives, and related teaching and learning activities. They also present first lessons learned from applying these ideas in a master's course at ETH Zurich.
Why the authors say this matters
The authors say this matters because integration across science, policy, and practice is described as central to the success or failure of ITD projects or programs. The study suggests that training students in integration may help prepare future leaders and team members for this work.
What the researchers tested
The authors combined conceptual insights from studying integration with empirical insights from leading and engaging in integration in ITD projects or programs. They used these ideas to derive principles for designing and implementing integrative teaching and learning, then applied them in the MSc course "Integration in Science, Policy and Practice: Inter- and Transdisciplinary Concepts, Methods, Tools" at ETH Zurich in Switzerland.
What worked and what didn't
The article says the authors defined method- and subject-specific competencies, as well as social and personal competencies, in integration. They then operationalized these through learning objectives, outlined teaching and learning activities, and discussed learning outcomes and first lessons learned. The abstract does not report detailed failures or comparative test results.
What to keep in mind
The abstract provides only first lessons learned and does not give detailed outcome data or evaluation results. It also does not describe limitations beyond noting that few studies have addressed how to train integration in ITD higher education.
Key points
- The article focuses on teaching integration across science, policy, and practice in ITD higher education.
- The authors propose using competencies and competence-oriented learning objectives to guide course design.
- Their example is an MSc course at ETH Zurich on inter- and transdisciplinary concepts, methods, and tools.
- The abstract says integration is widely seen as central to the success or failure of ITD projects or programs.
- The paper reports first lessons learned, but not detailed evaluation results.
Disclosure
- Research title:
- Article outlines principles for teaching integration in ITD education
- Authors:
- Sabine Hoffmann, Bianca Vienni Baptista
- Institutions:
- ETH Zurich, ETH Zurich, Swiss Federal Institute of Aquatic Science and Technology
- Publication date:
- 2026-01-29
- OpenAlex record:
- View
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