Designing an elective course «Transdisciplinarity as a mechanism of educational innovation: my teaching startup»

Aim. The purpose of the study is to present an elective course program for future teachers “Transdisciplinarity” as a mechanism of educational innovation: my pedagogical startup" based on the analysis of publications and pedagogical experience and to determine its effectiveness.
Methodology and methods. The research is based on the methodology of systemic and competencebased approaches in the field of higher education. The research methods were: analysis of psychological, pedagogical and scientific and methodological literature on the problems of transdisciplinarity and design of transdisciplinary courses, generalization of pedagogical experience in this field, questionnaires and analysis of student activity products. The course was implemented in an experimental mode on the basis of Shadrinsky State Pedagogical University (Russia) and Kazakh National Women's Pedagogical University (Kazakhstan), the sample consisted of 112 people enrolled in bachelor's degree programs, which included pedagogical, psychological and pedagogical areas of training, as well as students in the framework of special (defectological) education (“Preschool education”, “Psychology of education”, “Speech therapy”). In order to analyze student satisfaction with the course, “Transdisciplinarity as an educational mechanism”.
Results. They consist in increasing scientific knowledge about the application of the principle of transdisciplinarity in designing the content of an elective course for future teachers “Transdisciplinarity as a mechanism of educational innovation: my pedagogical startup"; in developing educational content to improve students' competencies in the field of team building, participation in the first pedagogical startups; in obtaining the first positive results from the implementation of the course based on the analysis of products of activity teams using the method of expert assessments (assessment of created pedagogical startups) and satisfaction with them from students who noted an increase in the level of knowledge, skills and abilities corresponding to the results of the course (90%), 60% of students rated the work of the team by 5 points, 20 – by 4 points, 20% – by 3 points. 
Theoretical and/or practical significance. An elective course for future teachers “Transdisciplinarity as a mechanism of educational innovation: my pedagogical startup” is proposed. The course content includes the following topics: “Introduction to the basics of optimality theory”, “The essence of the theory of transdisciplinarity”, “Fundamentals of social psychology and ethics of interaction in a transdisciplinary team", "Basic techniques for developing transdisciplinary educational products”, "Evaluation of the effectiveness of educational innovations".
Conclusions. The developed elective course can be recommended to universities to improve the relevant competencies of students studying in pedagogical, psychological and pedagogical areas of training and within the framework of special (defectological) education.

1. Andreev V. V., Gibadulin R. Ya., Zhdanov R. I. [Formation of transdisciplinary potential for scientific and pedagogical activity as a fundamental mission of the Institute for Advanced Studies]. In: Prepodavatel' XXI vek [Teacher XXI century], 2019, no. 2, pp. 9–22.

2. Vahidova L. V., Gabitova E. M. [Structure of transprofessional competencies of mid-level specialists]. In: Mezhdunarodnyj nauchno-issledovatel'skij zhurnal. Pedagogicheskie nauki [International research journal. Pedagogical sciences], 2016, no. 2, pt. 4, pp. 13–15.

3. Vihman V. V. Obrazovanie i ego teoreticheskie obrazy: transdisciplinarnoe izmerenie: monografiya [Education and its theoretical images: transdisciplinary dimension: monograph]. Novosibirsk, Publishing house of Novosibirsk State Technical University, 2023. 290 p.

4. Voskovskaya A. S., Karpova T. A. [Creation of interdisciplinary courses in the process of studying a foreign language in a non-linguistic university]. In: Filologicheskie nauki. Voprosy teorii i praktiki [Philological sciences. Theoretical and Practical Issues], 2021, vol. 14, no. 2, pp. 570–575.

5. Gureev P. M., Grishin V. N., Dunenkova E. N. [Improving the mechanism for planning innovative activities based on a systemic-transdisciplinary connection]. In: Upravlenie [Management], 2020, vol. 8, no. 1, pp. 102–113.

6. Mokij V. S., Lukyanova T. A. [Transdisciplinarity: stereotypes, approaches and directions]. In: Universum: obshchestvennye nauki [Universum: social science], 2021, no. 3 (72). Available at: https://7universum.com/ru/social/archive/item/11358 (accessed: 10.09.2024).

7. Sabanina N. R. [Potential transdisciplinary potential for the modern Russian system of higher education]. In: Nauka i shkola [Science and School], 2022, no. 4, pp. 62–74.

8. Dow A., Pfeifle A., Blue A. Do we need a signature pedagogy for interprofessional education? In: Journal of Interprofessional Care, 2021, no. 6, pp. 2–5.

9. Fuhrmann L., Perner A., Klausen T. W. The effect of multi-professional education on the recognition and outcome of patients at risk on general wards. In: Resuscitation, 2009, no. 80 (12), pp. 1357–1360. DOI: https://doi.org/10.1016/j.resuscitation.2009.03.013.

10. Guraya S., Barr H. The effectiveness of interprofessional education in healthcare: A systematic review and meta-analysis. In: The Kaohsiung Journal of Medical Sciences, 2018, no. 34 (3). Available at: https://www.sciencedirect.com/journal/the-kaohsiung-journal-of-medical-sciences (accessed: 07.08.2021). DOI: 10.1016/j.kjms.2017.12.009.

11. Horsburgh M., Lamdin R., Williamson E. Multiprofessional learning: the attitudes of medical, nursing and pharmacy students to shared learning. In: Medical Education, 2001, no. 35, is. 9, pp. 876–883.

12. Watson K., Mainwaring C., Moran A., Jangi B., Raguseelan N., Simpson T. Interprofessional bedside teaching: setting up a novel teaching programme. In: British Journal of Hospital Medicine, 2017, vol. 78, is. 12, pp. 716–718.

13. Jantsch E. Vers l’interdisciplinarité et la transdisciplinarité dans l’enseignement et l’innovation. In: L’interdisciplinarité – Problèmes d’enseignement et de recherche, Centre pour la Recherche et l’Innovation dans l’Enseignement, Organisation de Coopération et de développement économique. Paris, Bordeaux Publ., 1972. 108 p.

14. Kawas S., Hamdy H. Al a Peer-assisted Learning Associated with Team-based Learning in Dental Education. In: Health Professions Education, 2016, no. 3, iss. 1, pp. 38–43. DOI:10.1016/j.hpe.2016.08.003.

15. Nash W. A., Lynne A. H., Ridner S. Evaluation of an interprofessional education program for advanced practice nursing and dental students: The oral-systemic health connection. In: Nurse Education Today, 2018, no. 66, pp. 25–32. DOI: 10.1016/j.nedt.2018.03.021.

16. Piaget J. The epistemology of interdisciplinary relationships. In: Interdisciplinarity: Problems of teaching and research in universities. Paris, Organization for Economic Coopera-tion and Development, 1972, pp. 127–139.

17. Reed E. A., Todd J., Lawton S. Multi-professional educational intervention to improve and sustain respondents’ confidence to deliver palliative care: a mixed-methods study. In: BMJ Supportive & Palliative Care, 2017, no. 6. Available at: http://spcare.bmj.com/content/7/3/A366.1 (accessed: 12.01.2018).

18. Restrepo Rodríguez M., Lelea M., Kaufmann B. Evaluating knowledge integration and co-production in a 2-year collaborative learning process with smallholder dairy farmer groups. In: Sustainability Science, 2018, no. 13, pp. 1265–1286.

19. Soubra L., Badr E., Zahran M. Effect of Interprofessional Education on Role Clarification and Patient Care Planning by Health Professions Students. In: Health Professions Education, 2017, no. 4. Available at: https://www.sciencedirect.com/journal/health-professions-education (accessed: 07.08.2021). DOI:10.1016/j.hpe.2017.12.005.

20. Tong R., Roberts L., Brewer M. Of contact counts: The development of interprofessional identity in first year students. In: Nurse Education Today, 2020, no. 86. Available at: https://www.sciencedirect.com/science/article (accessed: 07.08.2021). DOI:104328.10.1016/j.nedt.2019.104328.

21. Tsakitzidis G., Van Olmen J., Royen P. Training in Interprofessional Learning and Collaboration: An Evaluation of the Interprofessional Education Program in the Scale-up Phase in Antwerp (Belgium). In: Slovenian Journal of Public Health, 2021, no. 60, pp. 176–181. DOI: 10.2478/sjph-2021-002.