"The concept of transdisciplinarity was introduced in the early 1970s by Swiss psychologist and epistemologist Jean Piaget at a conference on interdisciplinary education. Piaget, the theorist of the first systematic study on cognitive development in children, described transdisciplinarity as ""a superior stage of interdisciplinarity, which would not only cover interactions and reciprocity between specialized research areas but would place these relationships in a complete system without firm boundaries between disciplines ""(Piaget, 1972, p. 138). In the same conference, astrophysicist Erich Jantsch led Piaget's insight, claiming that transdisciplinarity is the most abstract synthesis of disciplines, overcoming multidisciplinarity, and interdisciplinarity. More precisely, Erich Jantsch defined transdisciplinarity as the ""coordination of all disciplines and inter-disciplines in education and innovation systems"". (Http://jrp.icaap.org/index.php/jrp/article/view/510/412). Although the terms transdisciplinarity and transdisciplinary (which cross the disciplinary boundaries) infiltrated the language of admiration from those years, the concept was theorized and brought to international attention only in the mid-90s by the Roman physicist and philosopher established in France, Basarab Nicolescu. ""Transdisciplinarity concerns - as the"" trans ""prefix indicates - what is at the same time between disciplines, and within different disciplines, and beyond any discipline. Its finality is the understanding of the present world, one of its imperatives being the unity of knowledge, ""Nicolescu wrote in Transdisciplinarity. Manifesto published at Editions Du Rocher in 1996 and translated from over 10 languages. The IMPROVE project is addressed to students and teachers in our school , who want to improve their means of learning, to learn new things in order to adapt to our educational system which in the last years demanded a trans disciplinary and intercultural approach. Studies show that boys are bored in school resulting in lower achievement of basic skills among them. IMPROVE, will use a new and innovative approach to teaching basic skills in grades 1-4, by incorporating arts, nature and sustainable development, cultural heritage and IT, into the teaching activities. By using a thematic approach and practical activities, IMPROVE will give teachers an opportunity to teach skills using the local environment of each school as well as different subject areas as a source for learning and linking them to different themes these young pupils are interested in. The main objective of the project is to develop their creative and imaginative thinking, using the local resources, but also to learn through interaction with foreign students and teachers, to improve their basic skills which are a foundation for developing key competences for all on a lifelong learning basis. Creating experiences based on investigation, research, interaction and cooperation designed to encourage students to think for themselves, to understand the complexity of the global world, and to act in solidarity with the nature and future generations to produce a living future. Creating a culture of experimentation and collaboration that inspires lifelong learning, critical thinking, curiosity, community, inclusiveness, and sustainability."