Cultivating transdisciplinary thinking in secondary students through design thinking in biology education

The need for transdisciplinary thinking in education is crucial in addressing rapid technological advancements and complex global challenges. However, many curricula remain compartmentalized, limiting students' ability to apply knowledge innovatively. This study investigates the effectiveness of a design thinking-infused biology curriculum in fostering transdisciplinary skills among Senior High School students. Using a quasi-experimental design, 141 students from three intact classes experienced design-centric biology education, problem-based learning, or traditional approaches. Data from the researcher-made Transdisciplinary Thinking Scale and focus group discussions assessed students' skills pre- and post-intervention. Results revealed that students in the design thinking group significantly improved in integrating knowledge, collaboration, and critical thinking. These findings underscore the transformative potential of design thinking in promoting holistic learning experiences. Integrating design thinking into biology education equips students with essential skills to address complex societal and environmental issues, preparing them for the interconnected challenges of the 21st century.