Transversality and Transdisciplinarity in the Curricular Design of higher education: a Systematic Review
Guzmán-Valeta Ana Milena, Inciarte González Alicia, Gómez-López Yeferson
Abstract
The curriculum as an operational and teleological guide of an educational proposal, expresses the formative intention of educational institutions to achieve the learning goals, which dynamize the teaching processes, and are defined from the different perspectives established, according to the curricular principles that support it. For this, the present study consisted of a systematic review with meta-analysis of scientific documents in the Web of Science database regarding the curricular principles of transversality and transdisciplinarity. The main findings show a reiterative use of transversality and transdisciplinarity when designing the curricula of different programs in HEIs. It can be concluded that these two principles of the curriculum are considered a key piece in the process of integral formation of students in undergraduate and postgraduate courses at an international level.