**1. Introduction**

Transdisciplinary approach of science appeared in recent years, partially as a result of the urgent need to deal with global and planetary changes [1–12]. Transdisciplinary science is to answer and solve environmental science questions and problems became the foundation of sustainable development, nature conservation and various environmental science education including geoeducation [13–17]. Transdisciplinary approach within volcanology was always a key element of volcano science as volcanology addresses key questions over volcanic hazards, risk and resilience naturally moving along the interface of social science, humanities, natural science and non-academic (e.g. indigenous) knowledge [18–25]. Especially in recent years more and more researches were conducted on subjects to help to understand the interface between western science and traditional knowledge [26–30]. Such works explored various aspects of volcanism that affected the human societies greatly both as processes that produce natural resources for development and in other hand continuous fear that need to be dealt with to prevent societies from their destructive powers [28, 31–34]. The transdisciplinary aspects of volcanology is reflected well in the new volcano model and volcano geology approach to understand volcanic systems and placing them in a geosystem perspective [35] (**Figure 1**). In many volcano research aimed in recent years to develop some sort of volcano model that explain the volcanic processes, their resulting eruptive products, and the way such models can help to develop a better strategy for resilience against volcanic hazard within a general natural hazard framework [40–43].
