Transdisciplinarity in Education: A Narrative Review of Its Didactic Validity and Contributions to Sustainable Learning

This paper explores the current state of the concept of transdisciplinarity at both theoretical and literary levels, with a particular focus on its development in education through a narrative review. It examines the didactic validity of this concept and its potential to contribute to sustainable education by addressing the complex challenges of the 21st century. The review identifies how transdisciplinarity enables the integration of diverse forms of knowledge and connects abstract learning with meaningful, context-based experiences for students. This perspective fosters inclusion, critical thinking, and social responsibility—competencies that appear to form a promising and increasingly supported paradigm for sustainability. A narrative review of forty-one sources was conducted across Scopus, Scielo, Dialnet, and Google Scholar, focusing on educational applications of transdisciplinarity. Furthermore, the study situates transdisciplinary education as an effective and transformative framework aligned with international educational principles such as Universal Design for Learning (UDL), the European Key Competences, and the Sustainable Development Goals.