Bridging knowledge systems in sustainability doctoral education

Analysing doctoral theses originating from sustainability doctoral schools reveals that it remains a challenge to bridge knowledge systems within the framework of doctoral research. We argue that doctoral programmes should do more to support students in transcending knowledge boundaries.The current polycrisis requires a recognition that no single knowledge system is sufficient for generating solutions. Bridging knowledge systems is central to inter- and transdisciplinary research. Yet, it remains challenging with academic structures still characterised by disciplinary silos. Doctoral education can train early-career academics to overcome these divisions and work across knowledge boundaries. We analyse 37 theses conducted in three consecutive sustainability doctoral schools at BOKU University, Vienna, focusing on how students managed to bridge knowledge systems. We find that most students were able to incorporate elements of interdisciplinarity and experiential knowledge, yet the depth and intensity of integration varied considerably. Knowledge co-production and reflexive engagement with inter- and transdisciplinary approaches were the exception rather than the rule. While bridging knowledge systems is extensively addressed in the doctoral curricula, it may have been sidelined by other factors such as publication requirements, time pressure and project contexts.