In a rapidly changing academic-scientific context, it is essential to adapt new learning strategies that foster the acquisition of new knowledge and the development of skills in future professionals, such as interacting synergistically with disciplines outside their own to execute projects successfully and comprehensively. The adaptation is only possible thanks to the inter and transdisciplinarity that Astrobiology has promoted since its inception. We use the term transdisciplinary for education that integrates different disciplines in a way to build new knowledge and increase the student's knowledge and skills. For this reason, this study aimed to demonstrate that an astrobiological stratospheric balloon launch project cultivates transdisciplinary awareness in participants: undergraduate university students in Lima, Peru. The sample consisted of 15 students from the following disciplines: biology, genetics, chemical engineering, physics, industrial engineering, agri-food engineering, forestry engineering, electronics engineering, mechatronics engineering, geology, geological engineering, philosophy, social communication, audiovisual communication and education. Using a semi-structured in-depth interview technique, experts validated the questions from the Universidad Nacional Mayor de San Marcos, Peru, and a matrix of meaning was constructed to classify the responses, ultimately obtaining the categories: contribution, complementarity and quantity. The participants' responses were processed and analyzed with Chat-GPT 3.5, revealing unanimous agreement that each participant's discipline contributed to the success of the balloon launch. To complement the qualitative interpretation of the results, a quantitative measurement was conducted to minimize subjective biases. Additionally, they gained knowledge and insights into other unfamiliar study subjects, collaborated to improve process quality, shared and harmonized their ideas to implement comprehensive solutions, and affirmed that their university education is often isolated or strictly focused on their specialization. In conclusion, experiences where different areas of knowledge converge in praxis, have the potential to awaken new technical, cognitive and communication skills in the individuals involved, utilizing astrobiological resources to invigorate and strengthen collective learning.

在快速变化的学术科学背景下，必须采用新的学习策略，以促进未来专业人员获取新知识和发展技能，例如与自己以外的学科进行协同互动，以成功、全面地执行项目。这种适应只能归功于天体生物学自成立以来所促进的跨学科性。我们使用“跨学科”一词来描述教育，它通过整合不同学科来构建新知识并增加学生的知识和技能。因此，本研究旨在证明天体生物学平流层气球发射项目培养了参与者的跨学科意识：秘鲁利马的本科生。样本由来自以下学科的 15 名学生组成：生物学、遗传学、化学工程、物理学、工业工程、农业食品工程、林业工程、电子工程、机电一体化工程、地质学、地质工程、哲学、社会传播、视听传播和教育。专家们采用半结构化深度访谈技术，对秘鲁圣马科斯国立市长大学提出的问题进行了验证，并构建了意义矩阵对回答进行分类，最终得到了类别：贡献、互补性和数量。使用 Chat-GPT 3.5 对参与者的回答进行处理和分析，结果一致认为每个参与者的纪律都对气球发射的成功做出了贡献。为了补充结果的定性解释，进行了定量测量以尽量减少主观偏差。此外，他们还获得了对其他不熟悉的研究课题的知识和见解，合作提高了过程质量，分享和协调他们的想法以实施全面的解决方案，并确认他们的大学教育通常是孤立的或严格专注于他们的专业。总之，不同领域的知识在实践中融合的经验有可能唤醒相关个人的新技术、认知和沟通技能，利用天体生物学资源来激发和加强集体学习。