Taking a Closer Look

The literature has produced relevant theoretical insights into pedagogical frameworks, tools and competences that would be best suited to teach sustainability at higher education (HE). This article contributes to such a discussion using a course on sustainability developed by us as a case study. Two research questions are tackled in this article: (1) How to empower students to address urban sustainability challenges through the inclusion of transformative, interdisciplinary and intercultural learning into the current HE system? (2) Which pedagogical tools can be used to develop students’ sustainability-oriented competences? To address the research questions, the case study consists of two parts. First, by reflecting on the course design, this article aims to shed light on the benefits and challenges of transformative pedagogy and of an interdisciplinary and intercultural framework. Second, by analyzing students’ learning diaries (N = 36) using thematic analysis, this article offers insights into some of the students’ learning process, allowing us to assess the strengths and weaknesses of the course design as well as draw implications to improve and renew courses on sustainability in HE. The findings from the learning diaries indicate the students’ thirst for formal knowledge on sustainability, which they connected to their professional development and yearning for action. The learning diaries also suggest students’ increasing awareness of sustainability as a systemic and structural issue during the course, which aligns with the transformative learning framework used. Finally, this study emphasizes the need for structural support to meaningfully integrate sustainability in HE curricula and teaching practices.

In the current century, organisations are facing unprecedented changes in their working environments. In order to remain viable, organisations must learn to adapt to the changes they face. We investigate the influence of senior leaders on organisational learning from the employees’ perspective. Data were based upon qualitative research utilising a case study of a New Zealand–operated information technology company. By employing an explorative, exploitative and transformative organisational learning framework, and a transactional and transformational model of leadership, the findings contribute empirically to the limited body of research surrounding how senior leaders influence organisational learning. In particular, the findings illustrate the way in which senior leaders employed a transformational leadership approach during explorative and transformative learning, while adopting a transactional leadership style during exploitative learning. Also compelling were participants’ comments highlighting how senior leaders had employees emotionally connect and test business ideas and assumptions throughout the learning process.

BackgroundThe expanding roles of UK pharmacists have prompted substantial changes to the initial pharmacy education and training, including increasing recognition of the value of learning alongside other professional groups in acute settings. Interprofessional immersive simulation training appears to represent a useful educational tool to meet the evolving needs of the profession, but the impact of such training on workplace behaviour and relationships has not been explored. This study aimed to explore how interprofessional simulation training facilitates transformative learning in pre-registration pharmacists.MethodsAcross three different locations in Scotland, pre-registration pharmacists were paired with medical students to participate in immersive simulation scenarios with post-scenario debriefs. Pre-registration pharmacists were individually interviewed shortly after their simulation session, using a semi-structured interview schedule based on the transformative learning framework. Transcripts were analysed using template analysis, with Mezirow’s phases of perspective transformation forming the initial coding template.ResultsFifteen interviews following five simulation sessions at three different sites were undertaken. Phases 1–6 of the transformative learning framework all resonated with the pre-registration pharmacists to varying degrees. Two prominent threads became evident in the data: a change in participants’ perceptions of risk, and deepened understanding of their role within an acute context. These themes were woven throughout phases 2–6 of the transformative learning framework.ConclusionsInterprofessional immersive simulation training involving acute clinical scenarios has been found to be helpful for pre-registration pharmacists and can foster transformative learning. Through this powerful process, they developed new ways to see the world, themselves and their professional relationships. Positive future actions and roles were planned. As the patient-facing roles of pharmacists expand, educational practices that translate into meaningful change to workplace behaviour and relationships become increasingly important. Carefully constructed interprofessional immersive simulation training should be utilised within pharmacy education more widely.

Transformative learning aims to awaken students to issues of injustice, and to promote their critical analysis of assumptions, beliefs and values that lead to and sustain social inequities, so that they may become agents of social change. This paper introduces the Sensitise Take Action and Reflection (STAR) framework, which encapsulates transformative learning principles, as a tool for educators to enhance student health professionals’ capacity and preparedness to address health inequities they are likely to encounter in their future practice. Using an action research methodology within a three-cycle process, STAR was trialled and evaluated by an interdisciplinary team of health educators (n = 25) in an Australian university. Disciplines included: nursing, nutrition and dietetics, public health, occupational therapy and paramedic science. Data were gathered via individual interviews, focus group discussions and field notes, and were analysed inductively, with member-checking of emerging themes to ensure interpretive rigour. The results of this research suggest that STAR is easily understood by users, has relevance for health professional education, and holds promise for producing desired educational outcomes within and across health disciplines. Furthermore, this project could be considered a model for fostering inter-professional collaboration in health education, research and practice.

In this chapter, Dr Christina Magkoufopoulou will explore several learning theories, including transformative learning theory, constructive developmental theory and social learning theories, with a focus on what constitutes transformative learning and what the prerequisites and conditions are for transformation to occur. The author will base her analysis on selected works in order to identify the central role of active learning in transformative learning and teaching experiences and propose a framework for transformative active learning. Through this exploration, it will become evident that transformative learning can only occur within social and active learning situations.

As a compulsory part of their training program, Indonesian pre-service teachers have to do a year’s training in remote areas. To date, research into transformative learning benefits of teacher training in remote areas is scarce. Therefore, thisstudy aims to investigate (1) pre-service teachers’ transformative learning experiences while teaching in remote areas, and (2) the role of pupils’ problems in this transformative learning process. This study used a qualitative approach by conducting in-depth interviews with 41 teachers from three universities in Indonesia following a pre-service teacher education program. After spending one year of their training in a remote Indonesian area, they were questioned about their teaching experiences gained during that specific training period. The data were analysed using NVIVO 11. The findings showed that pre-service teachers experienced transformative learning outcomes while teaching in remote areas. Pupils’ lack of study motivation and their low ability to understand the lesson triggered pre-service teachers to engage in a transformational learning process through which their resilience improved. Pre-service teachers perceived pupils’ problems in remote areas as an opportunity rather than a threat. The transformative learning framework of this study assists in explaining successes for their resilience improvement. Becoming resilient can encourage teachers to stay longer in the teaching profession. Therefore, teacher education programs can consider teaching in remote areas as a valuable contribution to the professional development of future teachers.

ABSTRACTThis paper describes a critical realist intensive case study, which develops and tests a ‘dialectic process model of transformative learning’. The model is inspired by Bhaskar's (1993) onto-axiological chain (or MELD Schema) as outlined in his formulation of dialectical critical realism. The study describes transformative environmental learning processes focusing on food security in two primary schools in rural South Africa. The model elaborates on the four links in the onto-axiological chain by describing four knowledge interests across the two cases: knowledge of ‘what is and what is not’, knowledge of ‘what could be’, knowledge of ‘what should be’, and knowledge of ‘what can be’. The model also highlights the emergent nature of epistemic relations in transformative learning processes. The paper discusses the model in relation to a transformative, open-ended and context specific approach to Environmental Education (EE)/ESD. The paper illustrates that Bhaskar’s MELD is a robust schema for investigating learning-led change in EE and suggests its relevance in other research contexts concerned with societal transformation.

Introduction:Dialogue Café, which is an inclusive process that provides a platform for the exchange of ideas or perspectives on certain issues, is a suitable approach to facilitating mutual understanding between health professionals and citizens/patients. However, little is known about the effects of the Dialogue Café on participants in the context of health communication. Previous studies suggest that transformative learning occurs after dialogue.Objectives:This study aimed to clarify the process of the transformative learning process among participants of the Dialog Café and to evaluate whether their transformative learning would lead to an understanding of others’ perspectives.Methods:We conducted a psychometric analysis of a web-based questionnaire consisting of 72 items for participants of Dialog Café held from 2011 to 2013 in Tokyo and studied the relationships between various concepts using structural equation modeling (SEM). To evaluate the validity and reliability of concept measurement, we conducted an exploratory factor analysis and a confirmatory factor analysis.Results:The questionnaire response rate was 39.5% (141/357), of which 80 (56.7%) respondents were health professionals and 61 (43.3%) respondents were citizens/patients. The SEM analysis revealed that transformative learning occurred in both groups. The process of transformative learning consisted of 2 types; one process leading directly to “perspective transformation” and the other leading to “perspective transformation” via “critical self-reflection” and “disorienting dilemmas.” “Perspective transformation” was related to “understanding others” in both groups. Among health professionals, “perspective transformation” was related to “transformation of awareness toward patients/users.”Conclusion:Dialog Café can facilitate the process of transformative learning among participants, and transformative learning may lead to mutual understanding between health professionals and citizens/patients.

‘Towards a mapping of the student world’: the identification of variation in students' conceptions of, and motivations to learn, introductory accounting

BackgroundRural areas house nearly half the global population yet face a significant shortage of skilled health professionals, exacerbating health inequities. Short‐term rural immersion programs offer a cost‐effective approach to exposing health professional students to the unique challenges of rural healthcare. Transformative learning theory is well suited to examining how these programs foster critical reflection and perspective shifts in students.ObjectivesTo explore the potentially transformative impact of short‐term (<6 weeks) rural immersion programs on health professional students through the lens of transformative learning theory.MethodsThis review synthesised findings from various studies on the impact of rural immersion programs. Comprehensive searches were conducted across multiple databases, identifying 17 studies published between 2001 and 2024. Data extraction and thematic synthesis were guided by Mezirow's transformative learning framework, identifying key patterns and insights through an iterative process.ResultsRural immersion programs deepen students' understanding of the unique health needs of rural and remote communities. These experiences promote personal and professional growth, enhance critical thinking, problem‐solving abilities, cultural competence and social accountability and foster a commitment to serving underserved populations. The collaborative role of the community, student cohort and academic staff in facilitating transformative learning is emphasised.ConclusionShort‐term rural immersion programs offer invaluable and transformative educational opportunities that extend beyond traditional learning environments.

This study explores the transformative learning experiences of nursing students during community health practicums, focusing on how these experiences shape their understanding and professional development in healthcare settings. Grounded in Mezirow’s transformative learning framework, this qualitative study employs Interpretative Phenomenological Analysis (IPA) to examine participants’ lived experiences, particularly their emotional and ethical challenges in real-world healthcare environments. Eighteen final-year nursing students, selected for their involvement in community health practicums, participated in semi-structured interviews. The participants, aged 19–21 years (with an average age of 20.68 years), comprised predominantly female students (88.88%). These students were chosen based on their exposure to complex healthcare challenges within the community healthcare context. The study identified four key themes. The first theme, Emotional Dilemmas Requiring Empathy and Professionalism, explores how students faced emotionally intense situations and developed essential emotional regulation skills. This theme highlights their ability to balance empathy with professionalism and navigate family disagreements in care decisions. The second theme, Ethical Dilemmas in Patient Care, addresses the ethical challenges students encountered, including decisions related to patients with limited recovery potential and respecting patients’ autonomy when they declined treatment. Through these experiences, students refined their ethical reasoning and decision-making capabilities. The third theme, Navigating Roles and Responsibilities within Community Healthcare Teams, examines how students clarified their roles within multidisciplinary teams, improving their communication and collaboration skills. This theme emphasizes the growth in confidence and adaptability as students engaged in team-based care. The fourth theme, Resource Allocation Ethics in Community Healthcare, discusses the challenges posed by resource limitations. Students developed critical thinking and adaptability as they navigated ethical dilemmas related to resource constraints, particularly in home visits and access to care. Through these experiences, students critically reassessed their beliefs, refined their ethical decision-making, and developed emotional intelligence and problem-solving strategies. Reflective practices, including journaling, played a key role in bridging theoretical knowledge with experiential insights, further enhancing adaptability and relational understanding. The findings underscore the significance of integrating transformative learning principles into nursing education. Structured experiential and reflective practices foster critical thinking, emotional regulation, and interprofessional collaboration, thereby preparing nursing students to address the challenges of contemporary healthcare with professionalism and ethical integrity.

&lt;p&gt;Studies indicate that many teachers who have gone through Teacher Professional Development programs demonstrate no deep change in their educational perspectives and practices. Using a systematic literature review and critical reflection lens, this study aims to provide an alternative for better teacher professional development efficacy. Based on the transformative learning framework, I propose four areas of change that include: the attitude of learning, the approach to learning, the content of learning, and the climate of learning.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;&lt;span id="speechify-first-word-listening-nudge-20"&gt;&lt;span id="speechify-first-word-listening-nudge-20"&gt;&lt;span id="speechify-first-word-listening-nudge-22"&gt;&lt;span id="speechify-first-word-listening-nudge-22"&gt;Bahasa Indonesia Abstrak&lt;/span&gt;&lt;/span&gt; &lt;/span&gt;&lt;/span&gt;&lt;/strong&gt;&lt;/p&gt;&lt;p&gt;&lt;span id="speechify-first-word-listening-nudge-20"&gt;&lt;span id="speechify-first-word-listening-nudge-20"&gt;&lt;span id="speechify-first-word-listening-nudge-23"&gt;&lt;span id="speechify-first-word-listening-nudge-23"&gt;Penelitian menunjukkan bahwa&lt;/span&gt;&lt;/span&gt;&lt;/span&gt;&lt;/span&gt; banyak guru yang mengikuti program pengembangan profesional tidak memberikan perubahan yang mendalam di dalam perspektif dan praktik pendidikan mereka. Menggunakan studi literatur yang sistematik dan refleksi kritis, penelitian ini bertujuan menawarkan alternatif pengembangan professional guru yang lebih baik. Berdasakan kerangka transformative learning, penulis menggusulkan empat area perubahan yang mencakup: sikap belajar, pendekatan pembelajaran, isi pembelajaran, dan iklim pembelajaran.&lt;/p&gt;&lt;p&gt; &lt;/p&gt;

It is argued that social learning, transformative learning, collaborative learning and transgressive learning are branches and offshoots of the same ‘learning tree’. This chapter examines the sources and evolution of theories of education and learning focused on transforming the learners' self-understanding and transforming the structures and social arrangements in which they and their educational and learning processes are embedded. The ‘transformative learning’ theories reviewed here span the last 50 years. They critique and go beyond the functionalist understanding that education and learning are meant to socialize learners within existing or dominant cultural and societal structures and/or in function of the transmission of knowledge, skills and attitudes from generation to generation. The first part of this article covers transformative learning and learning for transformation in the tradition of Freire, Habermas, Mezirow, and others. The second part concentrates on more recent ideas of collaborative learning, social learning and deliberative social learning evolving into transformative, and transgressive learning. By highlighting the warp and weft of the conceptual traditions and pedagogical practice within a variety of contexts and conditions, a colourful tapestry of transformative education and learning emerges. It is shown that, over time, the pertinence of transformative learning has only increased. The evolution of transformative learning presents itself as a virtual cycle, starting from marginalized and excluded people and communities via individual persons engaged in adult education and environmental education, to (groups of) people participating in collaborative and transgressive social learning, thereby becoming capable and empowered actors in processes of societal change and transformation.

Few studies specifically use intercultural interview to foster intercultural communicative competence. Thus, this study aims to explore how Indonesian EFL pre-service teachers construct meaning from their intercultural interview experiences within a transformative learning framework. A qualitative narrative design was employed, involving fourteen pre-service English teachers who conducted intercultural interviews with interlocutors from diverse cultural backgrounds and then reflected on their experiences through questionnaires and semi-structured interviews. The data were analyzed using qualitative content analysis. The findings revealed that the intercultural interview served as a meaningful experiential learning process that prompted awareness of cultural diversity, critical reflection, and perspective transformation. The participants reported greater intercultural understanding, openness, and respect toward cultural differences. They also demonstrated improved confidence in using English for authentic communication and identified the relevance of intercultural learning for their future teaching careers. These results align with transformative learning stages involving self-examination, critical reflection, and perspective change, highlighting the pedagogical potential of integrating intercultural experiences into EFL teacher education.

The Design for Transformative Mobile Learning Framework utilises eight dimensions drawing upon the key affordances of mobile learning that enable learner agency. In this poster we briefly explore the potential alignment of a ninth dimension to the DTML framework to illustrate a cultural mapping of the DTML. We map the DTML framework to the Whakapiri (Engagement), Whakam?rama (Enlightenment), Whakamana (Empowerment) model for indigenous M?ori knowledge introduced by Durie who argues for “the interface between indigenous knowledge and other knowledge systems” (2005, p. 301). Shortened to WWW by Hurst (2017) the model has been utilised as a framework for reflection and practice in education. “Engagement, enlightenment and empowerment neatly describe the immediate, intermediate and ultimate concerns of education and are important markers for how effective education is practised. The concepts of transformation over information and learning as an all- of-person experience can be discerned across these three key terms” (Nichols, 2020, p. 28). Transformative mobile learning designs implement strategies to facilitate a move from a focus upon teacher-directed content (Pedagogy) towards student-determined learning or Heutagogy (Moore, 2020; Blaschke &amp; Hase, 2019; Hase &amp; Kenyon, 2007). This involves applying the Pedagogy-Andragogy-Heutagogy (PAH) continuum to mobile learning design (Cochrane et al., 2022) to facilitate learner agency. When put into a matrix, with DTML, PAH and WWW provides a mapping of how learners may transition into increasing self-regulation and learner-agency across the eight mobile learning relevant areas or dimensions.