Transdisciplinary learning environments that stimulate co-creation and co-learning between students and external partners: an empirical exploration

Judith Gulikers (), Anne Khaled, Klaasjan Visscher and Irene Visscher-Voerman
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Judith Gulikers: Wageningen University & Research
Anne Khaled: HAN University of Applied Sciences
Klaasjan Visscher: University of Twente
Irene Visscher-Voerman: Saxion University of Applied Sciences

Humanities and Social Sciences Communications, 2025, vol. 12, issue 1, 1-15

Abstract: Abstract To effectively prepare students for navigating complex societal and sustainability challenges, higher education institutions are increasingly experimenting with transdisciplinary learning environments (TLEs) in which students collaborate with external stakeholders across disciplinary and sectoral boundaries. This empirical study explores how TLEs in Dutch higher education are designed to support co-creation and co-learning between students and societal actors. Using a multiple case study design, eleven TLEs across research universities and universities of applied sciences were analysed. The findings reveal three types of TLEs: Consultancy TLEs (C-TLEs), where students address real-world problems posed by commissioners; Participatory TLEs (P-TLEs), where all participants are explicitly positioned as learners in co-creation processes; and Student-Led TLEs (SL-TLEs), where students initiate the challenge based on their intrinsic motivation and seek out relevant stakeholders. The pedagogical and design decisions made within each type were identified, focusing on how co-creation is facilitated across the phases of co-design, co-production, and co-dissemination, and to what extent co-learning is an explicit goal. While co-creation was often supported, co-learning—especially for stakeholders—was rarely intentionally designed for or assessed. P-TLEs were most explicit in embedding co-creation and co-learning in goals, activities, and support structures. Across cases, several enablers and barriers were identified, such as teacher roles, assessment alignment, use of physical spaces, and institutional embedding. Our findings highlight the importance of designing for “freedom within structure,” recognising learning surprises, and enabling reciprocal partnerships to strengthen TLE impact. The conclusion stresses that while TLEs hold great promise for transformative education and societal engagement, the concept and practice of co-learning remain underdeveloped. These findings call for more research and practical experimentation into supporting, assessing, and making visible the co-learning processes of all actors involved—students, teachers, and stakeholders alike—as a critical step toward realising the third mission of higher education.

Date: 2025
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DOI: 10.1057/s41599-025-06079-x

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