Abstract This article introduces an environmental model for interdisciplinary education that recognises learning spaces as dynamic and relational. By looking for alternatives to traditional modes of critical and integrative interdisciplinarity, it promotes the creation of ‘undisciplined’ spaces that foster creativity and unpredictability in learning processes. Interdisciplinary education is situated within physical, digital, and conceptual spaces. Three case studies—the city of Edinburgh, Edinburgh Futures Institute, and the postdigital classroom—explore how each of these spaces embodies relationality and the entanglements of agential realism. These examples illustrate how interdisciplinary activities are deeply intertwined with their contexts, contributing to the ongoing ‘constructedness’ of learning environments. The study argues for an entangled pedagogy that embraces pluralism, informed by a holistic understanding of environments as assemblages of interconnected and vibrant elements. This perspective encourages educational practices that are adaptable and responsive, allowing diverse forms of interdisciplinarity to emerge. The article proposes three strategies for designing, developing, and operating within undisciplined learning spaces: place-based education , transdisciplinary collaboration , and hybrid learning .
David Overend (Tue,) studied this question.