New tool helps high school educators assess how well students think in an integrated, transdisciplinary way

02 Feb 2026

In today’s world, solving big problems like climate change, global health, and social inequality requires thinking that extends beyond a single subject area. This is known as transdisciplinary thinking, where individuals connect ideas from various fields, pose questions, and collaborate to find solutions. In an era where solving real-world problems requires integrative and collaborative approaches, transdisciplinary thinking has become essential. However, there has been a lack of standardized tools to measure this skill among younger learners. While this kind of thinking is important, schools haven’t had a good way to measure it in high school students—until now.

This study developed a new tool called the Transdisciplinary Thinking Scale (TTS) to help teachers and schools understand how well students think in this integrated way. The researchers worked with experts to create a 20-question survey and tested it with over 400 senior high school students. The results showed the scale is very reliable and measures three key areas: combining ideas from different subjects (integrative thinking), asking meaningful questions (inquiry skills), and working with others to solve problems (collaborative problem-solving). The study confirms that transdisciplinary thinking is a multidimensional skill.

This new tool gives educators a better way to assess and encourage these valuable thinking skills in their students, particularly in high school settings. Educators can use interdisciplinary projects, problem-based activities, and group work to help students develop transdisciplinary skills. The scale’s multidimensional structure also allows teachers to design targeted interventions that strengthen specific aspects of transdisciplinary thinking, leading to more focused and effective teaching strategies.

The study shows that transdisciplinary thinking is a real, measurable skill that can and should be taught and nurtured in classrooms. It not only advances educational assessment but also strengthens efforts to prepare students for the challenges of the 21st century through more holistic and future-ready teaching practices.

Authors: Joelash R. Honra (College of Arts, Sciences, and Education, AMA University, Quezon City | College of Education, University of the Philippines Diliman) and Sheryl Lyn C. Monterola (College of Education, University of the Philippines Diliman | National Institute for Science and Mathematics Education Development, University of the Philippines Diliman)

Read the full paper: https://doi.org/10.11591/edulearn.v19i3.22792

Image by Alexas Fotos from Pexels

New tool helps high school educators assess how well students think in an integrated, transdisciplinary way

In today’s world, solving big problems like climate change, global health, and social inequality requires thinking that extends beyond a single subject area. This is known as transdisciplinary thinking, where individuals connect ideas from various fields, pose questions, and collaborate to find solutions. In an era where solving real-world problems requires integrative and collaborative approaches, transdisciplinary thinking has become essential. However, there has been a lack of standardized tools to measure this skill among younger learners. While this kind of thinking is important, schools haven’t had a good way to measure it in high school students—until now.

This study developed a new tool called the Transdisciplinary Thinking Scale (TTS) to help teachers and schools understand how well students think in this integrated way. The researchers worked with experts to create a 20-question survey and tested it with over 400 senior high school students. The results showed the scale is very reliable and measures three key areas: combining ideas from different subjects (integrative thinking), asking meaningful questions (inquiry skills), and working with others to solve problems (collaborative problem-solving). The study confirms that transdisciplinary thinking is a multidimensional skill.

This new tool gives educators a better way to assess and encourage these valuable thinking skills in their students, particularly in high school settings. Educators can use interdisciplinary projects, problem-based activities, and group work to help students develop transdisciplinary skills. The scale’s multidimensional structure also allows teachers to design targeted interventions that strengthen specific aspects of transdisciplinary thinking, leading to more focused and effective teaching strategies.

The study shows that transdisciplinary thinking is a real, measurable skill that can and should be taught and nurtured in classrooms. It not only advances educational assessment but also strengthens efforts to prepare students for the challenges of the 21st century through more holistic and future-ready teaching practices.

Authors: Joelash R. Honra (College of Arts, Sciences, and Education, AMA University, Quezon City | College of Education, University of the Philippines Diliman) and Sheryl Lyn C. Monterola (College of Education, University of the Philippines Diliman | National Institute for Science and Mathematics Education Development, University of the Philippines Diliman)

Read the full paper: https://doi.org/10.11591/edulearn.v19i3.22792

Image by Alexas Fotos from Pexels