Training integration in science, policy and practice: insights from designing and implementing integrative teaching and learning

Inter- and transdisciplinary (ITD) research is increasingly valued for its contribution to solving complex problems by crossing the boundaries not only of different scientific disciplines, but also those of science, policy and practice. Integration across such boundaries is widely seen as the core challenge of ITD research and critical to the success or failure of ITD projects or programs. However, there are few studies that provide insights into <i>how to proactively lead</i> and <i>actively engage</i> in integration in ITD research, teaching and learning. There are even fewer studies that provide insights into <i>how to</i> <i>effectively train integration</i> in ITD higher education. Therefore, this article addresses two questions: <i>(i) How can we equip students, i.e. potential future leaders and team members of ITD projects or programs, with the key competencies necessary to lead and engage in integration across the boundaries of science, policy and practice? (ii) What lessons learned can we derive from training integration in ITD higher education in order to support study directors and lecturers aiming at equipping students with the necessary competencies in integration?</i> To answer these questions, we combine our conceptual insights from studying integration with empirical insights from leading and engaging in integration in ITD projects or programs. We derive principles for designing and implementing integrative teaching and learning and then exemplify how we apply such principles in our MSc course "Integration in Science, Policy and Practice: Inter- and Transdisciplinary Concepts, Methods, Tools" at ETH Zurich in Switzerland. We define method- and subject-specific competencies as well as social and personal competencies in integration, operationalize such competencies through competence-oriented learning objectives, outline teaching and learning activities, discuss learning outcomes and draw first lessons learned. We conclude by outlining ways forward that can support current and future study directors and lecturers in their efforts to design and implement integrative teaching and learning in ITD higher education.