Abstract
This study applies a critical tourism approach and transformative learning theory to examine the factors influencing students to take a food design course and the relationships among students' learning intentions and the processes and outcomes of transformative learning. The results show that performance and effort expectancy have significant influences on students' learning intentions and that there are partially mediating effects among students' learning intentions, transformative learning processes, and transformative learning outcomes. After completing the investigated course, most students clearly expressed that, through the transformative learning approach of the course, they learned critical/liberal-thinking skills regarding global sustainable issues of food waste.
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