Transformative education for sustainable development: A faculty perspective

Abstract

AbstractTransformative learning focuses on stimulating a radical reassessment of worldviews on the part of students. Such learning outcomes resonate with practitioners concerned with education for sustainable development. However, research on applying transformative learning within higher education for sustainable development is limited. Thus, the objective of this study is to obtain a deeper understanding of what is happening at the institutional level. The research question guiding this study asks what the experience of faculty who harness transformative learning when teaching sustainability topics is. Results indicate that the successful adoption of transformative learning in sustainability programs within higher education is realistic. Participants prioritized critical thinking and analysis as these were deemed attainable within the prevailing operational constraints. Moreover, participants were obliged to reassess their professional roles; this exercise was considered a crucial determinant of success. Their traditional role as the expert in the classroom was exchanged for one emphasizing co-learning and co-creation of knowledge. On a personal level, participants were compelled to examine their values, behaviors, and worldviews comprehensively.