In a rapidly changing academic-scientific context, it is essential to adapt new learning strategies that foster the acquisition of new knowledge and the development of skills in future professionals, such as interacting synergistically with disciplines outside their own to execute projects successfully and comprehensively. The adaptation is only possible thanks to the inter and transdisciplinarity that Astrobiology has promoted since its inception. We use the term transdisciplinary for education that integrates different disciplines in a way to build new knowledge and increase the student's knowledge and skills. For this reason, this study aimed to demonstrate that an astrobiological stratospheric balloon launch project cultivates transdisciplinary awareness in participants: undergraduate university students in Lima, Peru. The sample consisted of 15 students from the following disciplines: biology, genetics, chemical engineering, physics, industrial engineering, agri-food engineering, forestry engineering, electronics engineering, mechatronics engineering, geology, geological engineering, philosophy, social communication, audiovisual communication and education. Using a semi-structured in-depth interview technique, experts validated the questions from the Universidad Nacional Mayor de San Marcos, Peru, and a matrix of meaning was constructed to classify the responses, ultimately obtaining the categories: contribution, complementarity and quantity. The participants' responses were processed and analyzed with Chat-GPT 3.5, revealing unanimous agreement that each participant's discipline contributed to the success of the balloon launch. To complement the qualitative interpretation of the results, a quantitative measurement was conducted to minimize subjective biases. Additionally, they gained knowledge and insights into other unfamiliar study subjects, collaborated to improve process quality, shared and harmonized their ideas to implement comprehensive solutions, and affirmed that their university education is often isolated or strictly focused on their specialization. In conclusion, experiences where different areas of knowledge converge in praxis, have the potential to awaken new technical, cognitive and communication skills in the individuals involved, utilizing astrobiological resources to invigorate and strengthen collective learning.

Astrotheology is presented as a discipline of study that manages to complement theology and science. It considers that each one has its own role and that as long as there is no reductionism that wants to monopolize the place of the other, fluid communication between both is possible. Therefore, it is worth examining epistemologically astrotheology in the light of astrobiology. To achieve this, we will highlight the aspect of experience in order to relate it to transdisciplinarity.

Archaeologists are increasingly publishing articles proclaiming the relevance of our field for contemporary global challenges, yet our research has little impact on other disciplines or on policy-making. Here, the author discusses three reasons for this impasse in relevance: archaeologists do not understand how relevance is constructed between fields; too little of our work follows a rigorous scientific epistemology; and we are confused about the target audiences for our messages concerning our discipline's relevance. The author suggests two strategies for moving forward: transdisciplinary collaborative research and the production of quantitative scientific results that will be useful to scientists in disciplines more closely involved in today's global challenges.

As astrobiology progresses in its quest to discover life on other planets or to put ourselves in another one, so does its moral problematic. Astrobiology is not only part of natural sciences, but also deals with direct aspects of humanities. For this reason, this paper aims to briefly examine astrobioethics from the epistemological, religious and societal dimension. It also deals with different researches in this regard, in order to better understand the state of the art on this topic and that astrobioethics can help us not only on how we should relate with extraterrestrial lifeforms, but even with terrestrials.

Astrobioethics is an emerging discipline that studies, evaluates and analyses the moral, legal and social issues of the search for life in the Universe. As a new field of study, it requires an epistemological foundation to be able to be recognized as an academic discipline. In order to achieve this, it is important to understand the disciplinary nature of astrobiology as a transdisciplinary form of research, above the multi and interdisciplinary levels, although this does not necessarily mean discarding them. In addition, the questions and topics of each subdivision of astrobioethics studies are specified and explained in this paper.

The establishment of cosmology as a science provides a parallel to the building-up of the scientific status of astrobiology. The rise of astrobiological studies is explicitly based on a transdisciplinary approach that reminds of the Copernican Revolution, which eroded the basis of a closed Aristotelian worldview and reinforced the notion that the frontiers between disciplines are artificial. Given the intrinsic complexity of the astrobiological studies, with its multifactorial evidences and theoretical/experimental approaches, multi- and interdisciplinary perspectives are mandatory. Insulated expertise cannot grasp the vastness of the astrobiological issues. This need for integration among disciplines and research areas is antagonistic to excessive specialization and compartmentalization, allowing astrobiology to be qualified as a truly transdisciplinary enterprise. The present paper discusses the scientific status of astrobiological studies, based on the view that every kind of life, Earth-based or not, should be considered in a cosmic context. A confluence between ‘astro’ and ‘bio’ seeks the understanding of life as an emerging phenomenon in the universe. Thus, a new epistemological niche is opened, pointing to the development of a pluralistic vision for the philosophy of astrobiology.

Sustainability science has developed from a new research field into a vibrant discipline in its own right, with scientific conferences, journals and scientific societies dedicated to its pursuit. Characterized more by its research purpose than by a common set of methods or objects, sustainability science can be subdivided into the more traditional disciplinary-based science for sustainability and the transdisciplinary science of sustainability. Whereas the former consists of more descriptive, analytical and basic science, the latter is characterized by reflexivity and applicability; on a meta level, the emergence of the latter can be understood as a new step in the evolution of science. This review provides an overview of the state of sustainability science, identifying action orientation, integrated assessments and interdisciplinarity as overall characteristics. The review also focuses on methodological issues, highlighting differences in project organization and management, and the ways in which stakeholder participation can be organized in interdisciplinary and transdisciplinary research projects. Sustainability science is recognized as essential for progress towards sustainability, and as an opportunity to bring science closer to the people, requiring significant changes in the way science is organized and conducted.

Cross-disciplinary research is advocated as a way of improving understanding of the complexity of environmental problems; cross-disciplinary projects, centres and academic institutes have increased. However, there is confusion over the nature of cross-disciplinary research. Through review of papers defining themselves as cross-disciplinary that aim to address conservation problems, and by standardizing the definition of cross-disciplinary research, it is possible to evaluate the potential research impact on peers and practitioners. When papers were reclassified by authors, those reclassified as transdisciplinary were perceived to have a greater impact on practitioners, and those reclassified as non cross-disciplinary had the greatest impact on colleagues. Having clear definitions for types of cross-disciplinary research would help establish a firm foundation, not only for improving research quality, but also for evaluating research impact. While the number of cross-disciplinary studies is increasing, cross-disciplinary research falls short of integrating disciplinary methods in much depth and does not have much impact on participants outside of academia.