This chapter explores the role of interdisciplinary and transdisciplinary thinking in STEA+M education, emphasising its implications for makerspaces and integrative learning in schools. The discussion begins by examining the conceptual landscape of disciplinary integration, clarifying key terms such as multidisciplinary, interdisciplinary, cross-disciplinary, and transdisciplinary approaches. It then delves into the cognitive processes involved in knowledge synthesis, drawing on integrative and generative thinking theories by introducing the Cognitive Integration Framework. The chapter highlights the importance of cognitive flexibility, metacognition, and collaborative problem-solving as foundational elements of interdisciplinary learning. Additionally, it examines the role of makerspaces as tangible environments that facilitate hands-on engagement, allowing students to integrate scientific, technological, engineering, artistic, and mathematical principles. The Crafting Knowledge Framework is introduced as a model that captures the iterative relationship between conceptualisation, material engagement, and the evolution of creator identity. The chapter concludes by discussing the broader implications of interdisciplinary thinking for STEA+M education, advocating for pedagogical approaches that foster creativity, critical thinking, and problem-solving. It underscores the need for educational frameworks that support cognitive integration, ensuring that students develop the skills necessary for innovation and adaptability in an increasingly complex world.