Reimagining higher education: Inter- and transdisciplinary learning through (street)-art practice

As part of their broader societal responsibilities, higher education institutions face increasing pressure to contribute to societal challenges while also training our future professionals to address these issues. Given the growing complexity of today’s societal challenges, tackling them both requires inter- and transdisciplinary approaches to research and teaching. This study shows how an innovative teaching approach, which integrated street-art into an inter- and transdisciplinary course, facilitated new opportunities for learning to address complex societal issues in a higher education setting. The application of street-art as a ‘boundary object’ catalysed knowledge integration and interdisciplinary collaboration by facilitating communication, bridging disciplinary and cultural divides, and forging a shared language among students. We found that engagement with, and the production of, street-art fostered inter- and transdisciplinary learning in the following ways: 1) street-art supported the development of new competencies for students, such as humility and a deeper understanding of diverse perspectives, 2) street-art served as a means for learning to collaborate effectively in a team, and 3) street-art enabled the bridging of cultural differences, challenging students’ prior views on art and its purposes. Additionally, we found that the use of a non-traditional medium, the course design, and the collaboration with an art-based community partner were crucial in facilitating these learning processes. We conclude that street-art is a valuable tool for promoting inter- and transdisciplinary approaches to teaching, in which diverse perspectives can come together, and independent, critical, and creative thinking are fostered.