Authors : Mukesh Haldar

Volume/Issue : Volume 11 - 2026, Issue 4 - April

Google Scholar : https://tinyurl.com/456bu4ck

Scribd : https://tinyurl.com/2y2kutu8

DOI : https://doi.org/10.38124/ijisrt/26apr099

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : Education in the twenty-first century is increasingly shaped by rapid technological advancements, global connectivity, and complex societal and environmental challenges. In this changing environment, learners need important skills, such as critical thinking, creativity, teamwork, communication, and the ability to solve problems, to effectively engage with new information. In contrast, traditional subject-centered teaching strategies often teach information in isolation and emphasize memorization rather than comprehension and practical use. Against these drawbacks, transdisciplinary learning became an integrated educational method that bridges knowledge between different disciplines and aligns classroom teaching with the real world. The current study seeks to investigate the notion of transdisciplinary learning, the pedagogical strategies implemented in transdisciplinary education that foster the twenty-first century skill development, learners’ perspectives and experiences in the practice of skill development in transdisciplinary learning contexts, and the facilitators and barriers for teachers and students when implementing transdisciplinary teaching. This research has a qualitative descriptive methodology and is primarily derived from secondary data sources, that is, research papers, academic journals, peer-reviewed literature, and educational policy papers regarding transdisciplinary education and skill-based learning. After thematic analysis examining thematic content from this literature, the study focuses on key concepts of transdisciplinary learning, pedagogical methods in integrated classrooms, learner perspectives, experiential learning, and practical issues encountered on implementation. It focuses attention on the teaching approaches including inquiry learning, project learning, collaborative research, and real-world problem-solving that add to capacity building. The results indicate that transdisciplinary learning opportunities are beneficial places for students to apply concepts across subjects and for students to cultivate thinking and learning on several levels. Students claim higher levels of engagement, confidence, and creativity in working on cross-disciplinary projects and in authentic problem-solving activities, they state. But obstacles including inflexible curricula, minimal cross-disciplinary teacher training, and assessment limitations can act as a barrier to implementation. Accordingly, this research emphasizes the importance of enabling institution-based policies, professional development for teachers, and flexible curriculum frameworks in integrating transdisciplinary practices and development of skill development in a blended system of schooling in modern education.

Keywords : Transdisciplinary Learning, Skill Development, Integrated Pedagogy, 21st-Century Skills.

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