Holistic competence orientation in sustainability-related study programmes: lessons from implementing transdisciplinary student team research in Colombia, China, Mexico and Nicaragua

This article contributes with a tested transdisciplinary learning format to the discussion about strategies to increase regional relevance and competence orientation of higher education in the fields of sustainability and rural development. In the Latin American–European network “Rural Society, Economy and Natural Resources—Integrating Competence in Rural Development” (SERIDAR), scientists and practitioners in rural areas have jointly elaborated research problems, which were then investigated—among other formats—by interdisciplinary teams of students within related study programmes. These projects had dual purposes: conveying essential professional competences to students and generating knowledge for and with participating rural actors. Linking approaches of transdisciplinary research and competence-oriented curriculum development, universities thus increased their efforts to fulfil their societal tasks and contribute to sustainable problem-solving. This article provides academic staff with insights into the didactic concept, tested and adapted in Mexico, Colombia, Nicaragua and China according to local conditions. Results of a comprehensive evaluation and systematisation process on local and international level are presented, as well as conclusions on factors and conditions necessary for the implementation and integration of transdisciplinary and problem-based student team research into university curricula as well as on this format as an element of collaboration for problem-solving in multi-stakeholder platforms.