Abstract
This work analyzes the transformative learning potential of global citizenship education (GCE) in academia. This is done by examining learning conditions, processes, and outcomes and is then followed by a reflection on the opportunity to link transformative learning (TL) and GCE. Students’ views were collected through focus groups with 72 students and interviews with seven teachers. Data was analyzed using thematic analysis informed by TL theory and critical GCE. We suggest that the experiences studied offer important opportunities for potentially transformative learning; however, there is a need for more emphasis on linking GCE and TL, and on the narratives and conditions for “transformation.”
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