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A radically reformed approach to education, in which different subjects teach connected themes, like climate change or food security, is being proposed by researchers, who argue that it would better prepare children for future crises.

In a newly-published study, education researchers from the Universities of Cambridge and Edinburgh argue that there is a compelling case for a drastic shake-up of the school curriculum, so that subjects are no longer taught independently of one another. Instead, they argue that the arts and sciences should ‘teach together’ around real-world problems, and in a manner rooted in pupils’ lived experiences.

̽��ֱ��model draws inspiration from Renaissance polymaths like Leonardo Da Vinci, who worked across disciplinary boundaries in pursuit of deeper knowledge. Similar, ‘trans-disciplinary’ approaches are already used in well-regarded education systems such as Finland’s. ̽��ֱ��idea also echoes recent calls by the youth campaign, , to break down subject silos to teach climate change.

̽��ֱ��academic paper, in the journal , also presents evidence from two recent projects in which pupils appeared to benefit from an approach to teaching which blurred subject boundaries.

One, which invited South African teenagers from disadvantaged settings to create ‘math-artworks’, produced evidence that as well as increasing their familiarity with key mathematical principles, the project also enabled pupils to understand more about the relevance of maths in their own lives. In the second case study, primary school children in Aberdeen showed a deeper understanding of food security and environmental protection issues after learning to grow food in their school grounds.

Pam Burnard, Professor of Arts, Creativities and Education at the ̽��ֱ�� of Cambridge, said: “If we look at the amazing designs that Da Vinci produced, it’s clear he was combining different disciplines to advance knowledge and solve problems. We need to encourage children to think in a similar way because tomorrow’s adults will have to problem-solve differently due to the existential crises they will face: especially those of climate, sustainability, and the precarity of life on Earth.”

Dr Laura Colucci-Gray, of the ̽��ֱ�� of Edinburgh’s School of Education and Sport, said: “ ̽��ֱ��nature of these problems calls for a radically different approach to knowledge. We are proposing a move from the idea of a curriculum as something children are just ‘given’ to a curriculum ‘in-the-making’, in response to transformations that will define their lives.”

̽��ֱ��paper contributes to an emerging field called ‘STEAM’ education. This seeks to reinsert the ‘A’ of arts into national attempts to encourage the uptake of STEM subjects (science, technology, engineering and mathematics), in response to a in related areas of the economy.

Some educationists argue that the emphasis on STEM is devaluing other subjects, and that arts disciplines are also powerful tools for delivering the problem-solving skills society needs. “For education to reflect that requires a major shift away from linear conceptions where subjects are taught separately, and towards a situation where they are inseparable,” Burnard said.

In their alternative model, the researchers suggest giving schools greater freedom to determine how to meet general study targets set by the curriculum. Teachers and leadership teams would make collective decisions and share practices about how to engage pupils with unifying, cross-curricular themes, such as environmental sustainability.

They add that this might also involve the imaginative use of space and resources, and closer links between schools and their communities to connect learning to pupils’ lived experiences beyond the classroom.

Evidence is also emerging that a transdisciplinary approach enhances pupils’ acquisition of key skills. In the math-artwork project cited in the study, students in South Africa were asked to create art which showed the links between maths and the world around them. Subsequent analysis of the 113 submissions showed that pupils had applied principles such as measurement, ratio and proportion, and geometry in their creations.

̽��ֱ��researchers also found, however, that participants had engaged deeply with the meaning of maths at a level rarely seen in conventional lessons. One especially powerful example, by a 16-year-old male student, was entitled ̽��ֱ��Stressed Vitruvian Man, inspired by Da Vinci’s ̽��ֱ��Vitruvian Man. Like Da Vinci, the young artist’s work was partly a study of the proportions of the human body, but at the same time, the student used it to comment on both the potential, and dangers, of creating a society built on mathematical principles alone.

Similarly, the primary school pupils in Aberdeen showed a deepened understanding of issues like food production and natural resource management when they were given the opportunity to take responsibility for a small piece of land in their school. Researchers found that the survival of plants became personal to the pupils, rather than just an abstract concept that they had learned about in science lessons. It also introduced them to other, related ethical challenges which those lessons rarely address: such as how to produce enough food when space is limited.

Any attempted reimagining of education along transdisciplinary lines would require children’s attainment to be measured differently, the researchers add. “It would require a system of testing which measures how children are internalising ideas and what they are expressing – not just what they know,” Burnard said. “That may be an uncomfortable idea for some, but it is the sort of radical thinking we need if education is going to prepare young people for the future.”