In today's rapidly changing and challenging world, complex interdisciplinary issues continue to emerge, such as environmental sustainability and artificial intelligence-driven adaptive learning. Understanding and resolving these problems require individuals to integrate knowledge, methodologies, and diverse ways of thinking. Within this problem-oriented process, the importance and potential necessity of interdisciplinary education and research become self-evident. However, how can we better promote interdisciplinary communication in the sense of transdisciplinary notions? This is a systematic endeavor involving multiple aspects, including cognition, methodology, team collaboration, and policy formulation. This paper focuses primarily on the cognitive level, first conducting an in-depth analysis of the cognitive challenges faced during interdisciplinary cooperation and communication. In response to these challenges, the paper introduces Logical Dynamics (a theoretical framework) and Dynamic Epistemic Logic (a formal tool). From three dimensions—perspective transformation, cognitive representation, and educational application—the article elaborates on "how Logical Dynamics provides guidance for interdisciplinary education and research at the level of cognitive thinking. "Moreover, artificial intelligence has been deeply integrated into interdisciplinary communication. Under the guidance of Logical Dynamics, AI can more accurately articulate problems and facilitate the generation of more creative solutions among interdisciplinary participants.

Learning serves as an integral part of education and links diverse disciplines to solve real-life problems worldwide. Assimilation of collaborative and integrated learning through transitionary communication forms as the pillars for the modern education system with interdisciplinary approach. This diversified approach surpasses the traditional education system with the fostering of higher creativity and enhanced problem-solving skills in the students and educators for real time concerns. It not only promotes independent and specific thinking but also combines various fields based on the cybernetic viewpoint for system-oriented solutions. Education serves as the key aspect for the global connectivity of the people at national and international levels. The medium of the instruction forms as the basis for the linkage among the people of the world. This linkage can be easily attained with the Transdisciplinary communication. The purpose of Interdisciplinary dialogue, or dialogues is to simplify the notion of education among the students of undergraduate or postgraduate level to enhance their skills for better thoughts and understanding beyond the conventional periphery of the education system. The outcome of these types of interactions opens new doors for the thinking, understanding and application for the development of new creation or product in the respective field of education. The limitation of the conventional education system works for the theoretical and only limited aspects for understanding about a particular aspect. Indeed, this narrows down the way the students are thinking on the applicability of their learning for real-time applications. Moreover, thinking should not only be focused on one aspect or one discipline but also correlate the different aspects along with disciplines to strengthen the conventional education systems. Therefore, the overall thinking and applicability of the ideas and thoughts must be independent and should be thought from a cybernetic perspective too. This discussion can be a source of motivation, learning and inspiration for the students for their understanding about the impact of education on our daily lives. The impact of transdisciplinary communication not only helps the students but also assists the academicians to improve their teaching effectiveness. This enhancement will ignite a sensation in the young minds for education and its utility in the form of design, philosophy and / or technology compliant solutions. Educational effectiveness can be measured qualitatively by the incorporation of transdisciplinary communication in education and lesson development. The students' participation is always required to analyze the effective delivery of the lessons and thoughts among them. On the one hand, the students depict the reflections and concerns regarding lessons. On the other hand, the teacher analyzes and assesses the reflections based on their own experience and provides a trans-disciplinary communication-based solution to the students. These kinds of meta-dialogues with the students' participation overall improve the entire teaching learning process and enhance the effectiveness of the whole education system.

Intergenerational learning is a part of sustainable workforce development, fostering the exchange of expertise and innovative practices among diverse age groups. This study explores three essential notions for enhancing intergenerational learning in organizations. First, it advocates for establishing structured mentorship programs that encourage reciprocal exchanges rather than one-way knowledge transfers. Second, it emphasizes the importance of implementing flexible and inclusive learning strategies designed to address the varying needs of different generations. Third, it highlights the necessity of aligning learning initiatives with organizational objectives and individual employee aspirations to promote balanced growth. Through an extensive literature review, the study underscores the significance of adult education and the benefits of adopting a multidimensional approach to intergenerational learning. The findings offer actionable insights for organizations aiming to build dynamic, knowledge-rich environments supporting individual and collective advancement.

Wikipedia on "Education" raises the process-product debate, epistemic versus skills aspects, and the role of experience. "Education" is often a "that" (object or process) or an "is", explicitly something inside of us. Philosophy is implicit in the ontological (study of existence, reality, or being) and teleological (study of purpose/goals) debate over education. For there to be a purpose, there must be some thing (existant, ontological) to give rise to it. Neither deontology nor intention generate goals, because an entity must produce the goal, or telos. That is, there must be the existence of an origin, a being, to generate the intent. C. W. Churchman’s 1962 The Design of Inquiring Systems (arguing that systems - including education, are teleological - purpose-driven) is insufficient, as ontology is also necessary. I explicate the notion of education with a dictionary-etymology sequence, then proceed to "educe", to draw out from (implying potential). Further word analysis introduces "knowledge" that is being imparted, or taught, the chain of words – educate-educe-knowledge- recognize – indicating that education is leading one to knowing, or recognizing him/herself, the essence, the self, who is the origin, for whom there is a purpose. Dialectically, the individual exists because of others (society) and conversely. Accordingly, we have the internationally-inclusive body, UNESCO's "Four Pillars of Learning": know, do, live, and be, all critical for identity development, hence, identity location and characterization. The Authentic Systems identity probe does precisely this by seeing one’s life as purposeful (praxeology – goal-directed, Churchman’s view of systems) but having an ontology. Perforce, philosophy undergirds Authentic Systems, this co-equal to education giving force to one’s identity.

In this article, I will show how the method of intergenerational dialogue can promote transformative learning and fosters personal growth through education in both young and old people. Education is holistic in Humboldt's sense because it reflexively links the world and the theory with the individual's inner being. Students become researchers of their own educational process.

The role of tacit knowledge in the context of experience, but also creativity, are key phenomena with which the learning and educational process can be made clear, both in old and young people. All theoretical terms are explained using a practical dialogue example. Differences between young and old people in the dialogue model contribute to refined insights.

This paper presented the Components of Role-playing in Experiential Learning (CREL) Framework. This framework aids educators and researchers in planning, implementing, and evaluating Experiential Learning scenarios to promote learner attainment of the needed competencies for 21st-century skills. Unlike traditional models, CREL leverages role-playing as a tool for simulation and simulacra, enabling participants to engage in "as if" scenarios through suspension of disbelief. This approach allows learners to navigate complex, dynamic, immersive challenges, bridging theoretical knowledge with practical application. The article began with an introduction to role-playing as a method for Experiential Learning. This helped situate role-playing within the broader context of meta-research and meta-education. Next, the article explored the limitations of current educational practices and the critical need for frameworks that bridge these gaps through innovative, experiential approaches. The paper examined the need to address the gap presented by the lack of a coherent understanding of role-playing and, more broadly, Experiential Learning. The article then presented the CREL framework in detail. Finally, it closed with a discussion of the meta-level outcomes, implications, and overall application of the CREL for education and research.

Academic and non-academic research institutes are the two key global sectors that are accomplishing the research agenda. This paper focuses on the implications of using AI tools in academic research. Academic institutions conduct rigorous research to find the impact of different issues on society. Artificial Intelligence (AI) impacts society, organizations, and governance. AI has significantly transformed various domains, including higher education and academic research. Because of its effect on research and education in multidisciplinary fields, there is increasingly significant interest in finding AI's effect on research. In this context, there is a growing concern to find the impact of AI on research in academic institutions. This article aims to engage in a rigorous dialogue on AI’s role in academic research. Conducting a systematic literature review of AI's impact on academic research, this study aims to investigate 1) how AI tools are affecting academic research and 2) ethical dilemmas in using AI in academic research. By exploring the advantages and challenges of using innovative applications of AI tools in academic research, this study will give stakeholders, especially researchers, educators, and students, a comprehensive view of how AI could shape educational and interdisciplinary research practices in the future.

Education is a concept that is in a constant state of evolution, spanning various disciplines and serving as a conduit between academia, industry, and technological innovation. In the context of rapidly transforming labor markets driven by automation, artificial intelligence, and digitalization, work-based learning (WBL) must adapt in a similar fashion. This paper employs cybernetic theory to examine the dynamic interplay between education and work environments, emphasizing the role of positive and negative feedback loops in ensuring adaptability and maintaining quality assurance in vocational education. The study draws upon Ross Ashby's First Law of Cybernetics, emphasizing the importance of variety and adaptability in educational systems. Positive feedback loops have the capacity to drive innovation by integrating emerging industry trends into curricula, whereas negative feedback loops function as regulatory mechanisms that correct outdated content and align training programs with contemporary labor market demands. The successful implementation of cybernetic principles in education ensures that graduates acquire relevant, future-proof skills. However, the full realization of the potential of cybernetic feedback mechanisms is impeded by several challenges, including rigid educational structures, resistance to AI-driven learning analytics, and delayed curriculum adaptation. This paper proposes solutions, including AI-powered educational monitoring systems, agile curriculum development, and transdisciplinary collaboration between academia, industry, and policymakers. The integration of cybernetic principles into work-based learning can transform it from a reactive model to a proactive, data-driven framework, equipping students with the necessary competencies to thrive in a dynamic and ever-evolving workforce.

This article starts examining the concept of "notion" as a semantic system encompassing both denotations and connotations that are generated by different linguistic contexts. Then, notions like "education" and "research" are analyzed using two approaches: (1) the etymological approach, which provides the general meaning, i.e. the root of the semantic branches generated by their historical evolution, and (2) the systemic approach, which explores their general meaning based on what is common to all systems, which is its telos (objective, purpose).

The term "education" originates from Latin roots meaning "to nourish" and "to lead out," reflecting its development from childrearing to formal learning. As a teleological system, education is a “preparation for life” in the context of societal needs, integrating empirical reasoning, creativity, and interdisciplinary perspectives.

Similarly, "research" derives from the French "recercher," emphasizing an iterative process aligned with the well-known "trial and error" general method. As a cybernetic process, research involves continuous feedback, refining knowledge, and fostering understanding. This iterative nature enhances transdisciplinary communication and is exemplified by very effective methods for understanding and, hence being able to explain, like the Feynman technique, which proved its effectiveness for explaining Quantum Mechanic to College Freshmen.

Education and research form an interdependent, cybernetic system of continuous feedback, evolving goals, and adaptive learning. Their relationship exemplifies second-order cybernetics, where research informs education, and educational advancements refine research methodologies. This dynamic interplay supports knowledge development and the deepening of understanding, especially for the researchers who identified new knowledge. In this case, the new knowledge is a product of active and reiterative thinking.

This article examines the role of public legal education as part of Albania’s broader justice system reform process and highlights the challenges that were faced in its implementation. Legal education has been recognized as essential for building trust in justice institutions and promoting civic participation, however, Albania’s reform efforts have struggled to bring visible and measurable outcome for the strategic goals. The article identifies gaps in the current approach, including the lack of mechanisms for assessing public legal awareness and the absence of clear institutional coordination for legal education initiatives. The article employs a interdisciplinary and transdisciplinary lens, in order to advocate for combining various fields such as law, social sciences, and education to increase the effectiveness and sustainability of public legal education. We explore how interdisciplinary communication could improve the distribution of legal information, and we emphasize the need for legal education programs that are open to people from diverse cultures and educational backgrounds. Additionally, we propose a transdisciplinary approach that would help align legal education with society’s goals at large, including social justice and civic participation, which can lead to a better inclusion of citizens in the justice system and political decision-making. At the end, the article calls for a consistent, sustainable strategy that includes legal education as part of a comprehensive national framework, which would ensure long-term results and visible outcomes towards a more informed society. We recommend that Albania can build a culture of legal awareness that strengthens the public trust in the legal system and supports democratic values, through continued investment in resources, institutional capacity, and collaboration across sectors.

The notions of education and research, viewed through a transdisciplinary lens, emphasize collective knowledge creation and application across disciplinary boundaries. This approach mirrors gift economies, systems in which goods, services, or knowledge are exchanged without a formal expectation of direct repayment, emphasizing mutual support, generosity, and the strengthening of social bonds over competition or profit. In this context, research collaborators value a sense of shared purpose, fostering collaboration over competition to enhance group innovation and intellectual well-being.

Analogous to natural symbiotic systems, interdisciplinary communication and gift economies promote integration, collective self-actualization, and creative problem-solving. Similarly to interdisciplinary communication, gift economies also foster metacognition by encouraging reflection on the value of mutual exchange, empathy, and interconnectedness. Participants consider the impact of their contributions on others, deepening self-awareness and understanding of collaborative dynamics. This interchange, in turn, enhances learning and problem-solving skills.

This paper takes inspiration from the concept of gift economies, such as those adopted by indigenous societies and embedded in many natural systems. For example, food cooperatives and symbiotic plant networks illustrate relationships in which the motivation to produce springs not from a survival of the fittest mentality but from the theory that sharing itself has intrinsic value and supports group well-being. When applied to transdisciplinary education and research, the gift economy posits the idea that the whole of our collective knowledge exceeds the value of the sum of its isolated parts.