Undisciplined Learning Spaces
An Environmental Model for Interdisciplinary Education
Bibliographic Data
| ID | 19489587 |
|---|---|
| Authors | David Overend (0000-0003-4411-3077, Education Scotland, corresponding author) |
| Year | 2026 |
| Publication date | 2026-04-28 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Postdigital Science and Education (JOURNAL) |
| Journal identifiers | ISSN: 2524-485X • E-ISSN: 2524-4868 |
| Publisher | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1007/s42438-026-00645-5 |
| OpenAlex | W7157700259 |
| Language | EN |
| References cited | 42 |
This article introduces an environmental model for interdisciplinary education that recognises learning spaces as dynamic and relational. By looking for alternatives to traditional modes of critical and integrative interdisciplinarity, it promotes the creation of ‘undisciplined’ spaces that foster creativity and unpredictability in learning processes. Interdisciplinary education is situated within physical, digital, and conceptual spaces. Three case studies—the city of Edinburgh, Edinburgh Futures Institute, and the postdigital classroom—explore how each of these spaces embodies relationality and the entanglements of agential realism. These examples illustrate how interdisciplinary activities are deeply intertwined with their contexts, contributing to the ongoing ‘constructedness’ of learning environments. The study argues for an entangled pedagogy that embraces pluralism, informed by a holistic understanding of environments as assemblages of interconnected and vibrant elements. This perspective encourages educational practices that are adaptable and responsive, allowing diverse forms of interdisciplinarity to emerge. The article proposes three strategies for designing, developing, and operating within undisciplined learning spaces: place-based education , transdisciplinary collaboration , and hybrid learning
Creativity · Environmental education · Futures contract · Situated · Situated learning · Sustainability · Digital Education and Society · Indigenous and Place-Based Education · Posthumanist Ethics and Activism
Performance in the Field
Chapter 5 the Civic University as Key Agent in the Production of Urban Space
New Materialism
Postdigital Education in Design and Practice
Platformisation
Object-Oriented Ontology (OOO)
Netnography Today
Creating Edinburgh
Presence, Absence, and Alterity
An Entangled Pedagogy
Conceiving the Future Classroom Through Learning Futures, Postdigital and Learning Spaces Research
Postdigital Outdoor and Environmental Education
Positive, Postdigital Spaces for Learning
The Neoliberal University as a Space to Learn/Think/Work in Higher Education
The student as user
The postdigital turn
Pedagogies of mattering
Teaching wicked problems in higher education
Choreography and improvisation in hybrid teaching
Diffractive Questioning and Working with Fragments? Researching Creativity in 21st-Century Higher Education
Political Desirings
Diffracting Diffraction
Rethinking inter- and transdisciplinarity
Postdigital science and education
| Citation velocity | historical |
|---|---|
| Highly cited | No |