Cases

Tinkering workshops: Exploring children’s perceptions of problems and potential solutions

By Ina Opitz, Melanie Kryst, Pia von den Benken and Audrey Podann.

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1. Ina Opitz (biography)
2. Melanie Kryst (biography)
3. Pia von den Benken (biography)
4. Audrey Podann (biography)

How can children’s everyday experiences and perceptions of problems and solutions be made accessible for potential inclusion in transdisciplinary research? How can these processes also be used to familiarise children with the fundamentals of transdisciplinarity?

We have developed a three-hour “tinkering workshop,” based on design science principles, to encourage children to think about their environment and identify problems and solutions in a playful and creative way.

Our tinkering workshop is suitable for children aged between 9 and 12 years. We have tried it out in four workshops with a total of 56 children, focusing on the problem of plastic waste. Two workshops were held with school classes and two were open workshops held in a modular space in a shopping mall. We suggest that an effective group size is around 20 or 24 children and that the process works most effectively in school classes.

The workshops have six phases, with a break in the middle.

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Three lessons for designing serious games for educational settings

By Alice H. Aubert.

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Alice H. Aubert (biography)

What is Triadic Game Design and what lessons does it provide for designing and analysing serious games in an educational setting?

Triadic Game Design

The Triadic Game Design is a design framework for serious games that defines three essential, interrelated elements—Reality, Meaning, and Play—that need to be integrated and balanced (Harteveld 2011).

Reality ensures the game represents the real world sufficiently (ie., in a valid and reliable way that can be understood by the target players). Subject-matter experts model the Reality in the game focusing on the problem, its influencing factors, and relationships.

Meaning pertains to the game’s purpose and its transference to the real world, to create added value through playing the game.

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Stories of self, us, and now: A tool for navigating uncertainty

By Gemma Jiang, Alexis Niki, Darius Melvin and Sarah Hind.

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1. Gemma Jiang (biography)
2. Alexis Niki (biography)
3. Darius Melvin (biography)
4. Sarah Hind (biography)

In times of uncertainty, especially when the role of research, as well as research funding are under threat, how can research teams effectively respond? How can storytelling help?

We show how Marshall Ganz’s (2009) Stories of Self, Us, and Now framework can move groups from individual experiences of uncertainty (Self) to shared meaning (Us), and toward concrete action steps (Now).

Workshop Context

Leadership team members from a large transdisciplinary, cross-institutional research center, entering the fifth (final) year of their funding cycle, partnered with an external team science expert

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Four conditions for co-designing for First Nations leadership

By Jessica Wegener, Barry Williams, Jacqueline Gothe and Sarah Jane Jones.

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1. Jessica Wegener (biography)
2. Barry Williams (biography)
3. Jacqueline Gothe (biography)
4. Sarah Jane Jones (biography)

How can research effectively strengthen Indigenous leadership and incorporate respectful design to support Indigenous sovereignty and self-determination? 

We retrospectively reflected on our experience of working together in a project focused on land and fire management in a specific region in Australia, a project that involved Indigenous Cultural Fire Practitioners, Elders, and community members, as well as Local Aboriginal Land Councils, local councils and government agencies (Gothe et al., 2025). This reflexive analysis aimed to understand and share what we have learned as participants in this Indigenous project as a contribution to the complex work of ensuring meaningful ways to support Indigenous sovereignty, self-determination, and the use of co-design in Indigenous-led land-based projects situated in urban contexts.

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A library guide to support transdisciplinarity

By ANU Library Guide Working Group.

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Author biographies

What tools can libraries develop to support transdisciplinary education and research? What are the challenges and requirements to make such tool development happen? 

Here we describe a library guide (commonly abbreviated to LibGuide), a tool often developed by individual libraries to showcase their resources on a particular subject and to provide a consistent pedagogical approach to such subject-specific resources.

The library guide that we developed focused on transdisciplinary problem solving and aims to provide introductory materials for students and academic staff across our university (The Australian National University). In particular, it supports the introduction of a university-wide educational program to ensure that all undergraduates develop skills allowing them to work with others to understand and creatively address amorphous and complex problems.

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Lessons for transformative research from co-creating a conference without a fixed plan

By Thomas Bruhn.

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Thomas Bruhn (biography)

In developing a conference, what does it take for people to leave their comfort zones to co-design something new? What possibilities does this open up for more meaningful conference designs? What are the broader lessons for transformative research?

In 2023–2024, I worked with the German Federal Ministry of Education and Research to develop a conference format for the German sustainability research community – something to help re-establish connection after the isolating COVID pandemic years, and to strengthen interdisciplinary exchange. The Ministry wanted something new and innovative.

Early in the conversation, I sensed hesitation when unconventional, interactive conference formats were suggested.

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Fostering transdisciplinary research in the Global South: Lessons for funders

By Flurina Schneider, Zarina Patel, Katsia Paulavets, Tobias Buser, Jacqueline Kado and Stefanie Burkhart.

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1. Flurina Schneider; 2. Zarina Patel; 3. Katsia Paulavets; 4. Tobias Buser; 5. Jacqueline Kado; 6. Stefanie Burkhart (biographies)

How can research funding programmes address existing inequalities in global science systems? How can they foster science-society-policy interactions and transdisciplinary research in the Global South?

Inequalities in science disadvantage the Global South in terms of classical science metrics such as the number of researchers and publications, but also in terms of access to research, funding and infrastructure. Early career researchers are particularly affected.

To address these inequalities, financial investment in research capacity is needed from both national governments and international donors. However, dependence on international funding reinforces the influence of the Global North in setting research agendas in the Global South. We argue that international research funders can mitigate this challenge by supporting transdisciplinary research, because transdisciplinary research integrates different perspectives to resonate with local realities and problems.

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Team science is an integral competency for the U.S. National Science Foundation’s Convergence Accelerator Program

By L. Michelle Bennett, Edgar Cardenas and Michael O’Rourke

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1. L. Michelle Bennett (biography)
2. Edgar Cardenas (biography)
3. Michael O’Rourke (biography)

What roles do research and development agencies have in actively preparing research teams to engage productively in collaborative research? Is it enough to require that teams engaging in funded research prepare themselves to collaborate effectively?

The U.S. National Science Foundation (NSF) Convergence Accelerator Program was launched in 2019 to fast track the development of ideas into real-world applications and solutions intended to have substantive societal and economic impact. Building upon basic research and discovery and using a convergent approach, the program accelerates use-inspired research toward impact by funding multidisciplinary teams from a wide range of disciplines and sectors to solve complex societal and economic challenges.

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Not just in our heads: Embodied and creative practices for creating connection

By Corinne Lamain and Jillian Student

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1. Corinne Lamain (biography)
2. Jillian Student (biography)

How can embodied and creative practices, such as dance and poetry, be used to bridge different forms of knowledge?

Transdisciplinarity requires crossing many boundaries, including knowledge fields, perspectives, languages, personalities, and geographic areas. This is often somewhat uncomfortable. Arts-based and embodied approaches can support creative thinking, perspective-taking and communication. For some, these art-based methods feel more natural than for others, but we suggest that the willingness to leave our comfort zone (‘embracing the discomfort’) opens up space for shared vulnerability that is much needed for integrating perspectives. Moreover, doing these practices under time pressure helps remove the tendency to self-criticise and strive for perfection in artistic expression. To be fair, creative practices are not everyone’s style. It is important to note that the effort is not about co-creating beautiful artwork, but rather to facilitate alternative means of expression.

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Living labs are learning labs: Creating and mapping conditions for social learning in transdisciplinary research

By Marina Knickel and Guido Caniglia

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1. Marina Knickel (biography)
2. Guido Caniglia (biography)

What is required for social learning in living labs? How can social learning be mapped in living labs?

Living labs are conceived as spaces for social learning across difference in real-world situations through transdisciplinary research with diverse actors. We argue that the following conditions, often intertwined and building on each other, are required to set up living labs as learning spaces:

1. Epistemic: Learning to foster knowledge pluralism

We suggest supporting research and practice partners in developing a capacity for knowledge pluralism as the ability to appreciate and work with multiple kinds of knowledge and ways of knowing. Knowledge pluralism could be fostered by learning to recognise differences in knowledge, perspectives and socio-cultural identities as strengths and by strategically valorising them.

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Bringing an evidence mindset to commercial products

By Natalia I. Kucirkova

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Natalia I. Kucirkova (biography; photo by Elisabeth Tønnessen)

Picture this: science seamlessly woven into commercial products for a better world. How can we foster more effective integration of science into commercial products? How can we help companies cultivate an evidence mindset?

An evidence mindset is a habit of mind committed to thoughtful engagement with research to guide understanding and actions. As a research professor leading a network of scientists supporting educational companies in integrating learning sciences into children’s products, I aim to help such companies balance their social mission with financial viability. This includes nurturing an evidence mindset.

When our researchers collaborate with companies, we assist them in establishing a research library, guiding them to actual studies instead of relying on vague phrases. We include research studies that support their ideas but also studies that contradict them.

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Designing a rapid participatory scenario planning process

By Giles Thomson and Varvara Nikulina

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1. Giles Thomson (biography)
2. Varvara Nikulina (biography)

How can transdisciplinary researchers efficiently and effectively support diverse and time-poor actors in participatory scenario planning processes?

Scenario planning is a useful tool for policy development, especially for contexts with high uncertainty and complexity as described by Bonnie McBain in her i2Insights contribution, Designing scenarios to guide robust decisions. However, participatory scenario planning takes time, as pointed out by Maike Hamann and colleagues in their i2Insights contribution, Participatory scenario planning.

To address this challenge, we designed, tested and evaluated a rapid scenario planning method for a regional sustainability transition. In this case, the regional authority (host organization) wanted to increase collaboration and strengthen the link between municipal spatial planning and regional development by building consensus on the region’s most important development issues over a 30-year horizon to 2050.

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