Tracking the Specificities of Transdisciplinarity in an Educational Program Based on Integrated Music-Programming Teaching

The objective of this study was to analyse the specificities of transdisciplinarity and to identify their presence in students' thinking by examining their reflections following a 24-lesson educational program that integrated music and programming. The opinions of 63 students, aged 10 to 11 and drawn from three successive generations of fourth-grade classes, were collected through a questionnaire. The integrated teaching approach was designed around the specificities of transdisciplinarity, such as content unification, the “cosmetic effect”, knowledge fusion, and a future-oriented educational focus, these elements being consistently reflected in the students’ responses over time. Based on these benchmarks, the resulting learning process can be situated both between disciplines, through the unification of content and evidence of knowledge fusion, and beyond them, as the learning activities fostered holistic development.