Second-Year Students’ Perceptions of Transformative Learning Experiences: A Case Study in One of the South African Universities

Abstract

This study investigates transformative learning experiences among second-year students pursuing a Bachelor of Education in the foundation phase, drawing on Mezirow’s Transformative Learning Theory. Transformative events can profoundly impact students, reshaping their perceptions of the world and self-concept. Collaborative learning and enhanced student engagement can result from these experiences. Employing interpretive research paradigm and qualitative case study design, this research interviewed 14 out of 86 second-year students, utilizing convenient sampling based on proximity. Face-to-face semi-structured interviews gathered data, which underwent content analysis and thematic categorization. The findings revealed significant social integration barriers hindering transformative learning at a South African university. The study recommends that the university allocate resources, equipment, and pre-service training to equip instructors with the skills necessary to address these challenges. This approach ensures that students are well-informed about the campus’s available amenities and how to access them. In conclusion, study underscores the potential for transformative learning experiences in the context of second-year students pursuing a Bachelor of Education in the foundation phase. By providing resources, training, and support, educational institutions can better facilitate the process of transformative learning, enriching students’ educational journeys and their ability to engage with the world in a profound and reflective manner.