La transdisciplinariedad como práctica pedagógica en la Educación Superior: un estudio bibliométrico a través del Árbol de Ciencia (ToS)
DOI:
https://doi.org/10.31637/epsir-2025-1312Palabras clave:
transdisciplinariedad, árbol de ciencia, práctica pedagógica, educación superior, conocimiento, educaci´ón emprendedora, desarrollo sostenible, bibliométricoResumen
Introducción: Este artículo tiene como objetivo identificar si la transdisciplinariedad se desarrolla como práctica pedagógica en la educación superior, a partir de un estudio bibliométrico utilizando la herramienta Árbol de Ciencia. Metodología: La metodología comienza con una revisión documental de 201 artículos publicados en la base de datos Web of Science, aplicando criterios de inclusión y exclusión. Posteriormente, la información obtenida se procesa utilizando la herramienta Árbol de Ciencia (ToS), que aplica métricas de grafos y el algoritmo SAP para conectar la literatura clave, clasificándola a través de una red de citaciones representada como un árbol, donde las raíces son los artículos clásicos, el tronco los estructurales y las hojas las tendencias. Resultados: Se identificaron dos grandes tendencias: la transdisciplinariedad para el desarrollo sostenible y las estrategias pedagógicas para la educación transdisciplinaria. Discusión: Se concluye que los actores académicos han experimentado con enfoques innovadores transdisciplinarios, pero se requiere seguir investigando temas aún no explorados, como la transdisciplinariedad en la formación para el emprendimiento, la innovación, la ética, la responsabilidad social y el desarrollo tecnológico, los cuales son fundamentales para desarrollar competencias clave para la sostenibilidad. Conclusiones: Aunque se han logrado avances en la educación transdisciplinaria, es necesario seguir contribuyendo a áreas no exploradas que promuevan el desarrollo de competencias para la sostenibilidad.
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