Integration of ICT in transdisciplinary

teaching in university education

Integración de TIC en la enseñanza

transdisciplinaria en Educación

unversitaria

113

Juan Acacio Rosales Vivas

https://orcid.org/0009-0000-9635-5399

El Piñal, Táchira state / Venezuela

Revista Digital de Investigación y Postgrado, 6(12), 113-123

Electronic ISSN: 2665-038X

How to cite: Rosales, V. J. A (2025). Integration of ICT in transdisciplinary teaching in university education.

Revista Digital de Investigación y Postgrado, 6(12), 113-123. https://doi.org/10.59654/h1kdh186

* This work has been carried out within the framework of the doctoral program in education at the Universidad Na-

cional Experimental de los Llanos Occidentales Ezequiel Zamora (Unellez).

**Master’s Degree in Educational Management, Universidad Nacional Experimental del Táchira, Barinas –

Venezuela.Bachelor’s Degree in Education, Major in Mathematics, Universidad Nacional Experimental de los Llanos

Occidentales Ezequiel Zamora, Barinas – Venezuela.Higher University Technician in Computer Science, Universidad

Politécnica Territorial Agro Industrial del Estado Táchira (UPTAIET, San Cristóbal – Venezuela).Contact email:

aparte17@gmail.com

Received: april / 4 / 2025 Accepted: april / 22 / 2025

https://doi.org/10.59654/h1kdh186

Abstract

This article examines how Information and Communication Technologies (ICT) are integrated

into transdisciplinary teaching in university education. The objective is to analyze the role of

ICT in promoting transdisciplinarity. To this end, the researcher conducted a literature review in

databases such as Scopus, Redalyc, and Scielo, using terms like "ICT," "transdisciplinary teaching,"

and "university education." The results reveal that platforms like Zoom and Moodle enable glo-

bal connectivity and resource sharing, enhancing learning and collaboration across disciplines.

The conclusions indicate that ICT serve as mediators in transdisciplinary teaching in university

education and as an integrative tool, though evidence of digital gaps persists. Universities con-

tinue training their faculty to improve digital competencies.

Keywords: Transdisciplinarity, university education, Information and Communication Technolo-

gies, integration.

Resumen

En el presente artículo se plantea como las Tecnologías de la Información y la Comunicación

(TIC) se integran en la enseñanza transdisciplinaria en la educación universitaria. En tal sentido

el objetivo es analizar el rol de las TIC en la promoción de la transdisciplinariedad. A tal efecto

el investigador ha realizado una revisión bibliográfica en bases como Scopus, Redalyc y Scielo,

usando términos como "TIC", "enseñanza transdisciplinaria" y “educación universitaria”. Los re-

sultados revelan que plataformas como Zoom y Moodle permiten la conectividad global y el in-

tercambio de recursos, enriqueciendo el aprendizaje y la colaboración entre disciplinas. Entre

las conclusiones se tienen que las TIC son mediadores en la enseñanza transdisciplinaria en edu-

cación universitaria pero también un medio integrador, aunque todavía hay evidencia de brechas

digitales las universidades siguen formando a su profesorado para mejorar sus competencias

digitales.

Palabras clave: Transdisciplinariedad, educación universitaria, Tecnologías de la Información y la

Comunicación, integración.

Introduction

Universities today face the challenge of engaging with an interconnected, complex world that

never stops evolving. One fundamental pathway to achieve this is through ICTs by fostering

transdisciplinarity. As Asunción (2018) states:

University education and transdisciplinarity are undoubtedly intertwined due to their im-

portance in specialist training and discipline design. Moreover, transdisciplinary know-

ledge isn't automatically acquired as the sole result of scientific and technological

progress, but rather requires deliberate, conscious efforts oriented toward this goal. (2.1.

Transdisciplinarity in University Education Context, para. 1).

114 Juan Acacio Rosales Vivas

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115

Thus, transdisciplinarity enables integrating diverse disciplines to solve complex problems, as

knowledge remains fragmented in disciplinary silos incapable of intercommunication, let alone

holistic problem-solving. This is where ICTs facilitate a paradigm shift, since as Morin (2011) ar-

gues: "Hyperspecialization fragments reality's complex fabric, while quantification's dominance

obscures human affective dimensions" (p. 141). Transdisciplinarity confronts these knowledge

partitions, dethroning them from their modernist pedestal.

Martínez (2013) asserts that transdisciplinarity "overcomes disciplinary boundaries to generate

more complete, integrated - and thus truer - representations of reality" (p. 86). This transdisci-

plinary worldview offers alternative lenses for examining realities beyond disciplinary reach, cen-

tering on humanity through integrative vision. However, achieving transdisciplinary attitudes

requires, per Nicolescu (1996): rigorous argumentative language, openness to the unknown,

and tolerance for contradictory truths. Artidiello et al. (2017) attribute these characteristics to

transdisciplinary teaching: transgressive, knowledge-integrating, inclusive, critical, comprehen-

sive, and ethical.

Notably, transdisciplinary education transcends individual disciplinary frameworks. Conversely,

it transgresses disciplines (transversally) by blending concepts, approaches, and notions to cons-

truct new, specific knowledge complementing, enriching, integrating, and transcending source

disciplines while surpassing expert domains. It embraces diverse wisdom forms, fostering sen-

sitivity to multiple cultural, social, and scientific perspectives through holistic, interconnected

understanding.

Zarzuelo et al. (2024) posit that in transdisciplinarity, "diverse stakeholders (students and inte-

rested parties) collaborate by contributing methods transcending individual disciplinary pers-

pectives. Similarly, they exchange experiences, knowledge, ideas, values, and expectations.

Academics, professionals, and researchers develop shared frameworks when addressing pro-

blems through this approach."

According to Wall & Shankar (2008), transdisciplinary collaboration is being promoted in aca-

demic and professional spheres as a key strategy for exploring new research approaches and

generating knowledge directly applicable to solving real-world problems. Martin (2017) notes

that transdisciplinarity is grounded in the principle that reality is too complex, interconnected,

and multidimensional to be analyzed without multiple disciplines - though specific problems

can be solved (in collaboration with affected non-academic stakeholders).

Nicolescu (2010) views transdisciplinarity as an approach integrating knowledge, methodologies,

and perspectives from diverse disciplines to address problems unsolvable within single know-

ledge domains. However, as Nicolescu (2014) asserts, integrating diverse knowledge systems

to solve contemporary complex problems requires "the unity of knowledge" (p. 201) rather than

reliance on singular knowledge sources.

This integrative approach enables students to develop skills for tackling complex, multidimen-

Integration of ICT in transdisciplinary teaching

in university education

116 Juan Acacio Rosales Vivas

sional problems. Thus, transdisciplinarity not only enriches learning but also cultivates teamwork

and adaptability in dynamic environments. Nevertheless, implementing transdisciplinary tea-

ching in higher education faces challenges including resistance to change, insufficient teacher

training, and difficulties integrating cross-disciplinary knowledge.

Notably, as Kubisch et al. (2021) emphasize, transdisciplinarity acknowledges the responsibility

to address socially relevant problems and the crucial role of those affected (or potentially affec-

ted) by these challenges. This raises the pivotal question of resource roles - particularly ICTs as

integration mechanisms in this article's context. The study therefore investigates: How are ICTs

integrated into transdisciplinary teaching in university education?

Methodology

This study includes a review of Scopus, Redalyc, and Scielo databases, with searches conducted

in English and Spanish. Studies not addressing the research topic were excluded. The exploration

employed meta-search engines (Google, Google Scholar, Ask, Bing), books, and Venezuelan

university repositories. The canonical search equation was: ("ICT" OR "information and com-

munication technologies") AND ("transdisciplinary teaching" OR "transdisciplinary education")

AND ("university education" OR "higher education") AND ("integration" OR "implementation")

Results

ICTs and the promotion of transdisciplinarity

Virtual platforms are digital applications or environments that enable interaction among parti-

cipants while facilitating learning processes, collaboration, and resource management via the

internet. These platforms depend directly on ICTs for their development and operation.

In the digital era, virtual platforms have become essential tools for communication, learning,

and collaboration. Their potential to foster interdisciplinary interaction is particularly relevant in

a world where complex problems require cross-disciplinary solutions. Virtual platforms facilitate

interdisciplinarity by overcoming geographical barriers, promoting cognitive diversity, and op-

timizing knowledge exchange - all contributing to innovation and comprehensive solution de-

velopment.

Various tools enable such collaboration. As Tomalá De la Cruz et al. (2020) note: "WikiSpaces,

Moodle, and Edmodo represent excellent options for diverse educational purposes" (p. 202).

However, other technological resources like email, forums, and chats also promote collaborative

learning. Thus, ICTs allow professionals, academics, and multidisciplinary experts to connect

and collaborate regardless of geographical location.

Within this framework, ICTs play a fundamental role in promoting transdisciplinarity through

virtual platforms. As previously discussed, transdisciplinarity enables knowledge integration

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across disciplines, providing comprehensive problem analysis through multiple lenses. Global

connectivity and access constitute key enablers of this process.

Connectivity and global access

Platforms like Zoom, Microsoft Teams, and Google Meet allow professionals and experts from

diverse disciplines to connect and collaborate irrespective of geographical location - a prere-

quisite for transdisciplinarity. For instance, a botanist in Congo, physicist in Australia, biologist

in Canada, and mathematician in London can collaboratively work on renewable energy projects

with university students worldwide.

As Zuña et al. (2020) maintain, these platforms "increase student motivation, create knowledge,

manage and share resources, and foster teamwork" (p. 352). Furthermore, Irigoyen et al. (2018)

highlight ICTs' role in enhancing engagement, comprehension, creativity, communication, critical

thinking, and multicultural awareness. Sagenmüller (2016) identifies how ICTs optimize time, re-

duce costs, improve student communication, enrich data, enable exploration, and provide lear-

ning flexibility - all vital for transdisciplinary education.

This perspective led UNESCO to establish an ICT competency program for educators, as the

United Nations Educational, Scientific and Cultural Organization (Unesco, 2015) affirms ICTs can

facilitate acquisition of skills needed for contemporary challenges, including: information crea-

tion and selection, autonomy and decision-making, problem-solving flexibility, teamwork and

communication skills.

ICTs also enhance teachers' roles. Unesco (2008) emphasizes that educators must design lear-

ning opportunities and classroom environments facilitating student ICT use for learning and

communication. Teachers bear responsibility for utilizing ICTs and designing related activities,

recognizing students as the educational focus while serving as facilitators and learning resource

managers. This approach helps students develop knowledge-construction skills and compe-

tencies for workforce integration - a crucial function of higher education as career preparation.

However, Unesco (2008) stresses that "all teachers must be prepared to provide these oppor-

tunities." Makrakis (2005) notes that new technologies demand novel teacher roles, pedagogies,

and training approaches. Consequently, Santaella and Ruiz (2023) explain UNESCO advocates

transitioning from specialized disciplinary models toward transdisciplinary education enabling

students to address an increasingly complex globalized world's challenges.

Knowledge and resource exchange

It is worth noting that tools like Google Drive, Dropbox, and Moodle facilitate document sharing,

data exchange, research dissemination, and educational material distribution within virtual plat-

forms. From a transdisciplinary perspective, this proves fundamental in higher education as stu-

dents can access specialized knowledge from other disciplines and integrate it into their own

Integration of ICT in transdisciplinary teaching

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118 Juan Acacio Rosales Vivas

knowledge construction. For instance, in public health projects, doctors, epidemiologists, and

economists can share data and analyses to design comprehensive strategies. Having these re-

sources available on a platform enhances collaboration and ensures all virtual classroom stu-

dents have equal information access.

In this context, ICTs enable simple and rapid access to information in diverse formats. The most

significant ICT characteristics are presented in Figure 1.

Figure 1

Characteristics of ICTs

Note: Author's own elaboration.

Knowledge and resource exchange in higher education

In higher education, knowledge and resource exchange represents a fundamental pillar for fos-

tering transdisciplinarity. ICTs have revolutionized this process by providing virtual platforms

that facilitate the sharing, integration, and application of knowledge from multiple disciplines.

This approach not only enriches learning but also prepares students to address complex pro-

blems requiring comprehensive solutions. Below, we expand on this point with examples and

reflections about its impact on higher education.

ICTs in university education

In recent years, universities have undergone changes toward digitalization, interconnected en-

vironments, and the development of research and scientific publications related to educational

technologies. As Area et al. (2020) state, there is "a clear and focused interest in studying the

impacts of digital technologies on alternative teaching modalities beyond face-to-face instruc-

tion" (p. 2). This has created a need for changing teaching paradigms, as evidenced by recent

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experiences during the COVID-19 pandemic.

Area and Adel (2021) argue that the pandemic generated "the unexpected boost of digital tea-

ching, the pedagogical and organizational integration of ICTs in schools, and the metamorphosis

of teaching materials" (p. 83). Therefore, universities and educational institutions cannot remain

indifferent to these developments, as the alert affected both. The call is to reinvent themselves

if they wish to respond to the demands of a digital society where information access and global

collaboration prevail. ICTs are precisely the protagonists of this paradigm shift and the promotion

of educational innovation - whether desired or not, the response to the pandemic experience

was possible thanks to technology. Social networks became the engine of change and the cen-

tral core.

As Area (2017) states, we have now transitioned from analog to digital or online-distributed

media - a metamorphosis of teaching materials. Printed books are becoming obsolete, replaced

by disruptive technologies, marking a shift from educational culture to digital culture in teaching

materials. The author of this article believes the teaching model is becoming exhausted, along

with teaching strategies and didactic resources. The possible path is to open up to new pers-

pectives. It is from this point that disciplines become enriched through contributions from pro-

fessionals and experts in other fields, making transdisciplinary knowledge manifest in more

expressive formats, alternative narratives, and cognitive experiences.

However, we must not forget the warning from Castañeda et al. (2018): "the potential of ICTs in

education remains to be fully developed and demonstrated" (p. 2). An example of this challenge

can be seen at the Universidad Nacional Experimental de los Llanos Occidentales Ezequiel Za-

mora, which despite having faculty trained for distance education, continues to develop ongoing

teaching diplomas for its professors.

Following this line of thought, other universities worldwide have incorporated virtual platforms

for their undergraduate and graduate programs. Regarding this, Hidalgo et al. (2023) mention

that in Peru, faculty have been trained in digital competencies, implementing virtual platforms

as learning environments. Meanwhile, Varela (2024) notes that in Mexico, "teacher training in

digital technologies has become a necessity in contemporary education" (p. 1967).

Indeed, ICTs facilitate this training in transdisciplinary skills. Various online learning platforms

offer open-access courses and resources spanning different disciplines. Hernández (2023) high-

lights platforms such as: (a) Coursera, providing quality interactive learning courses (some free,

some paid with certification); (b) edX, founded by Harvard University and MIT with optional

certification; and (c) Khan Academy, offering courses in mathematics, science, computing, eco-

nomics, and finance. Additionally, there are collaboration software and digital resources enabling

transdisciplinary work.

Based on the above, teachers can acquire knowledge and skills beyond their core disciplines -

a key factor for transdisciplinary collaboration. According to experts like Zawacki & Jung (2023),

Integration of ICT in transdisciplinary teaching

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120 Juan Acacio Rosales Vivas

ICTs are digital media and tools that facilitate teaching-learning processes through communi-

cation, interaction, collaboration, assessment, and feedback. With the global COVID-19 pande-

mic, ICTs have become fundamental components across all educational levels, enabling

interdisciplinary collaboration by providing virtual spaces to share knowledge, resources, and

experiences.

Another relevant aspect of ICTs in university education is their ability to personalize learning

according to each student's needs and pace. As Gómez and Cano (2020) mention, ICTs also

offer various options, including access to academic and professional information sources, course

materials, databases, reference management tools, and participation in online conferences and

congresses.

Conclusions

It is concluded that ICTs serve as important mediators of transdisciplinarity through virtual plat-

forms. These technologies enable connectivity, collaborative tools, as well as access to data and

resources. Furthermore, they provide spaces for communication. ICTs act as bridges facilitating

effective collaboration among professionals and academics from different disciplines. This en-

riches research and development processes while allowing comprehensive solutions to complex

problems.

The study concludes that virtual platforms not only overcome geographical barriers but also

enable cognitive plurality and knowledge exchange. However, universities still need to continue

training faculty in digital competencies to ensure ICT and virtual platform usage doesn't become

a digital divide, but rather maximizes teaching potential.

Similarly, it is believed necessary for universities to continue adopting ICT integration in trans-

disciplinary teaching as an essential process within the emerging educational paradigm they

are called to join, as revealed by Unesco documents and education ministry plans. Nevertheless,

further research promoting transdisciplinarity development through ICT use is deemed neces-

sary.

ICTs drive a transdisciplinary educational model, moving away from disciplinary approaches to-

ward a global knowledge vision. Platforms like edX or Khan Academy democratize access to

interdisciplinary courses, preparing students for a complex world. This paradigm shift, empo-

wered by technology, responds to educational innovation needs.

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