This article deals with the term "transdisciplinarity" and its types; with the prospects and some advantages of the transdisciplinary approach in the higher school educational process. According to the concept of activity training the model of the future expert impacts on the appropriate model of his/her training. Presented as the system of professional problems, tasks and functions, the complete content of professional work is expressed in a system of educational problems, tasks and situations coining more closely to professional ones. It sets up uniform construction and expansion logic in teaching not only every separate discipline but the contents of the whole expert training system in higher school. In this context we can speak about transdisciplinarity, as the way of broadening the scientific outlook, consisting in considering any phenomenon beyond one scientific discipline. In order to make the transdisciplinarity more available and clearer for teachers and students at higher schools it is necessary to present it as a scientific approach. We suggest that we consider the transdisciplinary approach in this work as the strategy which is setting transition from any professional activity to the educational one and, on the contrary, from real tasks and problems to the classroom activities. The model of the transdisciplinary approach represents the formation of complete knowledge and the relevant qualities of an expert (special modules) which are formed in the educational activity course of students. The complete set of such modules makes a model of the expert differentiated in terms of his/her training (expert - practician, expert -consultant, expert -researcher). We use the term 'module' to mean not only the combination of knowledge, abilities, skills but some system qualities of the expert providing abilities to effectively solve professional tasks and problems. The transdisciplinary approach focuses on the integration of the teaching and educational process with production and science. The combination of activity modules provides future experts an ability to solve real problems connected with their future professional functions. All modules within the transdisciplinary approach can be grouped in the following educational mini-systems, methodological in general, methodological in particular, theoretical, practical, social.
