Transdisciplinary research is based on processes of mutual learning between scientists and social actors and contributes to finding solutions to complex problems in the agricultural and food sector, for example by contributing to food security, sustainable resource management and adaptation to climate change. In this module students will develop an understanding of the characteristics and structures of transdisciplinary research (TDR) and how it can contribute to addressing sustainability issues. As knowledge co-creation is at the core of TDR, a conceptual background is provided on the premise and value of integrating different perspectives and types of knowledge in research to address sustainability issues. Since TDR is based on systems thinking, theoretical and conceptual knowledge on systems approaches and in particular the concept of social-ecological systems will be provided. The aim is to enable students to see complex problems from different perspectives and to recognise different interrelationships and contextual dependencies. As collaboration with different stakeholders is central, an actor and action-oriented approach will be introduced and students will learn the basics of community-based research, how to effectively involve, collaborate and communicate with different societal stakeholders as a prerequisite for a collaborative research process and knowledge co-creation. Students will gain an understanding of the importance of addressing gender inequalities and ensuring inclusivity in the research process, and will become aware of different aspects of ethics in transdisciplinary research and how to consider them in research projects. Most of the module focuses on methodological lectures and practical exercises to provide students with experiential knowledge of different participatory tools for knowledge integration and co-creation in a transdisciplinary project context. Specifically, students will be introduced to participatory learning and action, participatory epidemiology and visual methods as effective approaches for integrating knowledge from social actors. Students will also practice qualitative methods such as focus group discussions and narrative interviews. Qualitative data analysis methods complete this part. Finally, students are given the opportunity to integrate different approaches, methods and tools in the design of a fictional TD research process addressing a complex problematic situation in the field of agri-food systems.