Transformative Learning for Sustainability Practices in Management and Education for Sustainable Development: a Meta-Synthesis

Abstract

Purpose: This study aims to analyze how transformative learning (TL) theory has contributed to sustainability practices in management and Education for Sustainable Development (ESD) and what kind of strategies can direct future practices in the field. Method/design/approach: An exploratory and inductive study to synthetize primary qualitative case studies was conducted. After screening 241 articles extracted from the Web of Science database, we identified 13 empirical papers highlighting TL theory and sustainability. Then, a meta-synthesis of these qualitative case studies was conducted based on the key characteristics of TL. Results and conclusion: Six theoretical propositions were elaborated, showing that the TL theory has contributed to sustainability through some influential factors on process, conditions, and results. In addition, based on these dimensions, the study provides some strategies for future practices. Research implications: The findings of this study have both theoretical and practical contributions, which can direct organizational and educational politics and practices. Originality/value: Sustainability and ESD are current topics in the academy in favor of the Sustainable Development Goals (SDGs). However, there is a lack of studies on the development of theoretical strategies towards sustainability practices in management and ESD from a transformative learning TL approach. Thus, this study shed more light on the topic.