en تخصصي Special پژوهشي Research <div style="text-align: justify;"><span style="font-size:14px;"><span style="font-family:Source Sans Pro;"><span style="line-height:normal"><span lang="EN-US">This paper explores how transdisciplinary research (TDR), transformative education and interactional classroom justice can together move Indian higher education (HE) beyond rote-based pedagogy. While India&rsquo;s National Education Policy (NEP) (2020) promotes creative and inquiry-based reforms of the system, less attention has been paid to understanding the fairness of everyday teacher&ndash;student interactions. Based on qualitative data from the Co-Creation in Society (CCIS) course, a two-week transdisciplinary and transformative initiative, this paper shares findings to support the idea that the&nbsp;&nbsp; redistribution of epistemic authority formed a key element in students&rsquo; experiences. Students felt they were treated as co-researchers rather than passive recipients of knowledge. This shift offered a structural space for students to instigate discussions, ask questions and modeled respectful engagement with social stakeholders, reshaping students&rsquo; sense of agency and intellectual growth. The study concludes by extending classroom justice theory to include epistemic authority, and offering a rare Indian perspective on classroom justice, broadening international debates on issues of equity, didactics, and leadership.</span></span></span></span></div> <div style="text-align: justify;"></div> 31 50 http://johepal.com/browse.php?a_code=A-10-1693-1&slc_lang=en&sid=1 Rahul Vishwanath Karad 10031947532846004346 0009-0000-2949-564X No MITWPU Emma E. de Wit 10031947532846004347 10031947532846004347 Yes VU University Joske G. F. Bunders-Aelen 10031947532846004348 10031947532846004348 No VU University