FRAMEWORK DEVELOPMENT TO BRIDGE THE ‘SCIENCE-SOCIAL SCIENCE’ GAPS FOR SUSTAINABLE LIFE-SKILLS DEVELOPMENT FOR ALL WITH EXEMPLARY TRANSDISCIPLINARY STUDIES

Abstract
Despite the advancement in the digital era with manyinventions of emerging technologies, many underprivileged/marginalized groups are still being deprived of the opportunities to experience of transformative education supported by technology-focused learning (TFL). This paper reports part of a larger scale ongoing study using mixed-research methods to address these gaps by developing framework to address gaps integrating transdisciplinary studies supported byTFL activities to enhance thinking skills and self-directed learning (SDL)targettingunderprivileged groups in support of United Nation (UN)’s Education for All (EFA) reaching out to all. But this article onlyreports on findings from qualitative data collection and analysis. These involve literature research, Case Study [including Cross-Case Analysis (CCA) and Exemplary-Case Analysis (ECA)] as well as document analysis on transdisciplinary learning output from research samples participating in the study. The findings from literature research revealed that proper knowledge management (KM) on underserved groups is needed amidst landscape changes in digital era using transdisciplinary approaches to prepare future ready workers for Industrial Revolution (IR). Apart from deliberating on the framework development process, exemplary project-based learning (PjBL) programme with common attributes and evidences of practices are alsoillustrated with policy recommendation.These efforts are in line with UN’s EFA and ‘Sustainable Development Goals’ (SDGs) especially goals No. 4 (Quality Education), No. 10 (Reduced Inequalities) and No. 17 (Partnerships for the Goals). Document analysis on transdisciplinary learning output is reported in CCA with examination on attributes/features of blended-mode PjBL participated by research samples from selected SEAMEO countries (e.g. Malaysia and Thailand) in support of SDGs. Selected case exemplars are also illustrated using ECA to showcase how digital literacy and thinking skills of participants were enhanced through PjBL. Policy recommendations for sustainable growth are deliberated with discussions on the way forward for inclusive education with tapping of local wisdom and grooming hidden talents of underprivileged groups for lifelong SDL through nonformal or informal sustainable development education as part of the Corporate Social Responsibility (CSR) of educational institutions. Keywords - Knowledge Management Amidst Landscape Changes in Digital Era, Sustainable Development Education, Digital Literacy & Thinking Skill Development, Inclusivity, Quality Education, Corporate Social Responsibility