The MetaPraxis Project, led by Michael Bunce from the University of East London, facilitates the design, development and implementation of reflexive interdisciplinary learning projects in primary, secondary and tertiary contexts.

MetaPraxis is grounded in the foundational concept of metadisciplinarity, which defines the integration and development of knowledge, understanding, cognitive and practical skills, and reflexivity, within both industrial interdisciplinary contexts and in teaching and learning activities, with potential for impact at multiple levels (e.g. individual, social, organisational, and cultural).

This methodology embraces social learning as an integrative and dynamic process, proposing that the challenges and opportunities of collaborative, problem-based, and creative learning, promote the development of a broad range of competencies emerging from and transcending the bounds of individual disciplines, thereby modelling the skills, knowledge, understanding and awareness required for individuals and organisations to thrive in complex environments.

The plurality of integrated disciplines presents a challenge that can enhance the capacity in learners and teachers to build awareness to think deeply and reflexively about learning to intentionally develop meta-cognitive skills: skills in learning how to learn, how to apply disciplinary knowledge in new contexts, to problem solve, reflect, analyse and evaluate.

These meta-learning environments celebrate the integration of theory and practice across disciplines to enable the development of confident and active learners, by enhancing the opportunity for student agency and transfer.

The project responds to the design principles set out in the OECD Education 2030 (2018) project, focussing on those which relate to learner agency and the concept of competency.