Principles Of Transformative Learning Research Articles

Towards a transformative climate change education: questions and pedagogies

This paper approaches climate change as a superordinate concern that should guide a holistic transformation of formal schooling towards integration and sustainability. The call for climate change education (CCE) has been amplified by international organizations and youth protestors alike, united by a shared concern for our planet. By combining CCE with principles of transformative learning (TL), the paper outlines a framework for transformative climate change education (TCCE). If climate change fits the description of a super wicked problem, this is also true of TCCE, which requires the simultaneous transformation of curricula, pedagogies, and assessment systems. The paper argues that the implementation of TCCE faces significant challenges because it disputes the underlying values of our transmissive educational systems. Those challenges are formulated here as a series of questions, which are followed by a discussion of sustainability pedagogies that help learners build capacity for understanding and acting on climate change.

AKASA Framework as a Pedagogical Too: A Literature Review and Implications for Transformative Learning

This paper explores the potential of the AKASA (Awareness, Knowledge, Attitude, Skills, Action) framework as a pedagogical tool for fostering transformative learning in the context of environmental education. A comprehensive literature review synthesizes existing research on the effectiveness of AKASA in enhancing environmental knowledge and awareness among learners. While findings indicate positive impacts on knowledge and awareness, further investigation is needed to understand the framework's influence on attitudes, skills, and actions. This paper argues that transformative learning, characterized by critical reflection and a shift in perspective, can be fostered through AKASA by incorporating experiential learning, systems thinking, and opportunities for action. Integrating AKASA with transformative learning principles presents a promising approach to cultivating environmentally literate and engaged citizens.

Teamwork Conflict Management Training and Conflict Resolution Practice via Large Language Models

This study implements a conflict management training approach guided by principles of transformative learning and conflict management practice simulated via an LLM. Transformative learning is more effective when learners are engaged mentally and behaviorally in learning experiences. Correspondingly, the conflict management training approach involved a three-step procedure consisting of a learning phase, a practice phase enabled by an LLM, and a reflection phase. Fifty-six students enrolled in a systems development course were exposed to the transformative learning approach to conflict management so they would be better prepared to address any potential conflicts within their teams as they approached a semester-long software development project. The study investigated the following: (1) How did the training and practice affect students’ level of confidence in addressing conflict? (2) Which conflict management styles did students use in the simulated practice? (3) Which strategies did students employ when engaging with the simulated conflict? The findings indicate that: (1) 65% of the students significantly increased in confidence in managing conflict by demonstrating collaborative, compromising, and accommodative approaches; (2) 26% of the students slightly increased in confidence by implementing collaborative and accommodative approaches; and (3) 9% of the students did not increase in confidence, as they were already confident in applying collaborative approaches. The three most frequently used strategies for managing conflict were identifying the root cause of the problem, actively listening, and being specific and objective in explaining their concerns.

Enhancing Teachers’ Pedagogical Awareness of Teaching Early Mathematical Skills – A Mixed Methods Study of Tailored Professional Development Program

ABSTRACT The purpose of this mixed methods study was to explore changes in pedagogical awareness of teaching early mathematical skills among teachers in early childhood education (N =7) when participating in a tailored professional development (PD) program in mathematics. The program, which was designed around principles of transformative learning, was aimed at strengthening the conscious and holistic teaching of early mathematical skills to 3- to 7-year-old children. Research Findings: Thematic analysis of semi-structured interviews revealed that teachers enhanced their pedagogical awareness of teaching early mathematical skills concerning developmentally appropriate mathematical content, child-initiated mathematical learning and holistic mathematical teaching in different daily situations and play. Data obtained from pre-PD and follow-up questionnaires completed by teachers confirmed a sustainable increase in their pedagogical awareness of numerical and spatial reasoning. Recognizing children’s interests, reflecting on and examining one’s own practices individually and collaboratively, and taking actions to develop teaching and learning practices aligned with those of the PD program comprised the foundation for the transformative process. Practice or Policy: It was concluded that PD programs in mathematics enhance teachers’ pedagogical awareness of teaching early mathematical skills holistically when they are tailored to the needs of teachers, include reflective elements, and follow principles of transformative learning.

Revitalizing circular motion topic learning through android application based on transformative learning

The primary objective of this study is to create an innovative Android app that serves as an interactive educational tool, utilizing transformative learning principles, to facilitate the understanding of circular motion. The Research and Development (R&D) method is employed in this study using the ADDIE development model. The research instrument used is a Likert scale questionnaire. The Android application has undergone validation with a percentage of 89% by subject matter experts, 82% by media experts, and 80% by learning experts. Additionally, the Android application incorporates the stages of transformative learning, namely the first stage of “becoming aware of initial understanding,” the second stage of “questioning existing understanding,” the third stage of “constructing new knowledge,” and the fourth stage of “applying new understanding in everyday life.” The application has been tested with 30 tenth-grade science students and physics teachers in a secondary school in Jakarta, with a satisfaction percentage of 81.67% according to students and 76% according to teachers. Based on the research findings, it can be concluded that the Android application, as a transformative learning-based learning medium for the circular motion topic, is suitable for physics education.

Discussion of Identity and Implicit Bias: A Strategy to Address Racism and Social Justice in Pediatric Nursing Education.

Nurse educators must weave discussions of systemic racism, social justice, social determinants of health, and psychosocial influences throughout the curriculum. For an online pediatric course, an activity was developed to raise awareness of implicit bias. This experience interfused assigned readings from the literature, introspection of identity, and guided discussion. Framed by principles of transformative learning, faculty facilitated an online dialogue involving groups of 5 to 10 students through aggregated self-descriptors and open prompts. Ground rules for the discussion established psychological safety. This activity complements other schoolwide racial justice initiatives.

Promoting a culture change in junior and youth sport in New Zealand.

This paper provides insight into the evolution of a project designed to address longstanding adult attitudes and behavioural issues in junior and youth sport in New Zealand. The project was funded by Sport New Zealand (Sport NZ) and implemented by Aktive, a charitable trust that works with national and regional partners to fund and deliver community sport in Auckland. Aktive collaborated with a team of junior and youth sport researchers, adopting a pragmatic, mixed methods design-based research (DBR) approach to co-design an educational delivery framework aimed at influencing attitudes and assumptions underpinning coaches, parents, and community sport leaders' behaviours. Transformative learning principles informed the delivery framework with the project reaching 4,222 participants. Research evaluations included multiple case studies, surveys, semi-structured interviews, and focus groups, which confirmed awareness of problematic beliefs. The programme expanded to Regional Sport Organisations (RSOs) and National Sport Organisations (NSOs) culminating in a nationwide rollout. The study highlights the effectiveness of theoretically informed adult behaviour change programmes in junior and youth sport, the benefits of programmes being underpinned by a rigorous pedagogical approach, and the benefits of sport organisations and researchers collaborating to design and deliver sustainable change initiatives that address belief systems underpinning current issues.

Lights, Camera, Reaction: Evaluating Extent of Transformative Learning and Emotional Engagement Through Viewer-Responses to Environmental Films

In sustainability education affective responses to climate change are rarely discussed, and this is to the detriment of students. One way to address this gap in higher education for sustainability is learner-centred teaching using transformative learning principles. The processes for implementation may vary. Our preliminary study evaluated the contribution of environmental films paired with viewer-response activities, such as reflections and discussions, to create emotional engagement and facilitate transformative learning in an online course where content focused on sustainability and climate change. Data for the study were gathered through two questionnaires, student reflections, and interviews. Our study found that the process of film watching, reflection writing, and engaging in discussion was conducive to incorporating five of the six elements of transformative learning: individual experience, promoting critical reflection, awareness of context, dialogue, and authentic relationships. We conclude that films are an effective means of conveying complex content in an online course pertaining to climate change and sustainability. We propose pairing films with viewer-response strategies, especially reflections to allow students to identify their feelings, biases, and preconceived frames of references and stimulate the path toward transformative learning in higher education.

Mindfulness in education for sustainable development to nurture socioemotional competencies: a systematic review and meta-analysis

Adhering to the basic principles of transformative learning in education for sustainable development, socioemotional competencies are fundamental for the promotion of sustainability; however, they are difficult to nurture. There is initial evidence that mindfulness practice may promote the enhancement of such competencies, but a comprehensive analysis of how mindfulness practices could be nurtured and a measurement of its effectiveness in developing this set of competencies are missing. This paper aims to fill this gap by synthesizing the findings of current research on the effectiveness of mindfulness programs for the promotion of socioemotional competencies. By performing a systematic review and a meta-analysis, this paper shows that mindfulness practices, although they have a weak effect, could be an effective method to positively influence three outcomes of socioemotional competencies: emotional regulation, empathy and social connectedness, and resilience with differential effects. Guidance is also offered to implement mindfulness practices to successfully enhance ESD.

Attitude change and increased confidence with management of chronic breathlessness following a health professional training workshop: a survey evaluation

BackgroundClinicians and people living with chronic breathlessness have expressed a need to better understand and manage this symptom. The aim of this study was to evaluate a 3-day health professional training workshop on the practical management of chronic breathlessness.MethodsWorkshop design and delivery were based on current understandings and clinical models of chronic breathlessness management, principles of transformative learning, and included sessions co-designed with people living with breathlessness. Registrants were invited to complete pre and post-workshop surveys. Pre and 1-week post-workshop online questionnaires assessed familiarity and confidence about workshop objectives (0[lowest]-10[highest] visual analogue scale), attitudes and practices regarding chronic breathlessness (agreement with statements on 5-point Likert scales). Post-workshop, participants were asked to describe implementation plans and anticipated barriers. Baseline familiarity and confidence were reported as mean (SD) and change examined with paired t-tests. Pre-post attitudes and practices were summarised by frequency/percentages and change examined non-parametrically (5-point Likert scale responses) or using a McNemar test of change (binary responses).ResultsForty-seven of 55 registrants joined the study; 39 completed both pre and post-workshop questionnaires (35 female; 87% clinicians; median 8 years working with people with chronic breathlessness). Post-workshop, greatest gains in confidence were demonstrated for describing biopsychosocial concepts unpinning chronic breathlessness (mean change confidence = 3.2 points; 95% CI 2.7 to 4.0, p < 0.001). Respondents significantly changed their belief toward agreement that people are able to rate their breathlessness intensity on a scale (60 to 81% agreement) although only a minority strongly agreed with this statement at both time points (pre 11%, post 22%). The largest shift in attitude was toward agreement (z statistic 3.74, p < 0.001, effect size r = 0.6) that a person’s experience of breathlessness should be used to guide treatment decisions (from 43 to 73% strong agreement). Participants’ belief that cognitive behavioural strategies are effective for relief of breathlessness changed further toward agreement after the workshop (81 to 100%, McNemar test chi- square = 5.14, p = 0.02).ConclusionThe focus of this training on biopsychosocial understandings of chronic breathlessness and involvement of people living with this symptom were valued. These features were identified as facilitators of change in fundamental attitudes and preparedness for practice.

Projections of an emancipatory praxis experience through a feminist pedagogical framework

Although the definitions of feminist pedagogy vary, the agreement is based on resisting hierarchy, using experience as a source of learning and transformative learning principles. The aim of this study was to analyse opinions about the experiences within a design project framework designed and structured within the framework of feminist pedagogical principles. The descriptive content analysis study is designed within the framework of the qualitative research approach. Fifty seven people participated in the course titled Gender and Education, which was conducted by the researcher at a state university in the spring semester of 2018–2019 academic year. A form with 13 open-ended questions prepared within the framework of the processes of the project was made accessible through Google Forms for the participants to fill. The written responses of the participants to the questionnaire were coded and transferred to the MAXQDA software program, and the data were analysed through descriptive content analysis.&#x0D; Keywords: Feminist pedagogy, praxis, gender and education, descriptive content analysis.

Fostering Transformative Learning in a Social Pediatrics Research Summer Studentship.

Teaching future doctors the skills necessary to address health disparities is a challenge for medical educators. In response, the authors developed and implemented the Social Pediatrics Research Summer Studentship (SPReSS) program for medical students at the University of Toronto. The curriculum incorporated research and clinical placements into a formal seminar series. Participating students were required to complete a research project and to write a reflection describing a situation that challenged their thinking. The authors and curriculum developers applied transformative learning principles not only to facilitate critical reflection and learning in the students but also as an innovative approach to program development and evaluation. The authors conducted a thematic analysis of the reflections of 23 students participating in the program in June and July 2013, 2014, and 2015 to evaluate the SPReSS program. The analysis revealed students' empathic responses to marginalized patients, and these responses acted as triggers for critical reflection. Students described feeling empowered to act as advocates and wrote that these feelings were reinforced through faculty members' role modeling. According to their reflections, students found the program both challenging and rewarding, particularly the integration of the clinical and research experiences which made broader sociopolitical phenomena introduced through assigned readings and seminar discussions concrete. The authors are exploring models, including a fourth-year selective or multiyear longitudinal experience, to support more students. They also hope to involve more community partners and to evaluate long-term outcomes of participants.

Change, Challenge, Transformation: A Qualitative Inquiry into Transformative Teacher Learning

In its essence, transformative learning is a dynamic and ever-emerging process, according to the core literature that deals with it. As such, when examined from the perspective of teacher professional development, transformative learning ceases being solely related to an individual and becomes a composition within which the individual creates and expands forms that need change. Thus, teacher learning that focuses only on new technology, methodology, and classroom management remains informative and valuable, but without a transformative character. This paper explores the underpinning principles of transformative learning by observing the notions of transformative change from the perspective of two non-traditional schools: one in Hungary and the other in Portugal. As such, the analysis and conclusions are formed using the data collectedthrough a qualitative inquiry of teachers and principals from the two selected schools. The results suggest that teacher transformative learning in the two specific settings is intimately related to the awareness and needof change in education provisions, as well as with the challenges that this change brings. The gathered insights pave a way to a better understanding of the intricate and delicate tapestry of teacher learning in occasions inwhich it embraces an everlasting reflective and transformative character.

From adoption potential to Transformative Learning around Conservation Agriculture

ABSTRACTPurpose: To develop a transformative learning process around the potential for innovation of technologies such as Conservation Agriculture.Design/methodology/approach: We applied principles of Transformative Learning and Communicative Action theories to design a learning process structured by the Qualitative Expert Assessment Tool for Conservation Agriculture Adoption in Africa (QAToCA). Elements of the process include: agroecosystem health exploration, stakeholder mapping, innovation timeline, participatory video, the QAToCA exercise, and specifying change promotion. We tested this approach with a group of farmers and experts in Koumbia, Burkina Faso.Findings: The agroecosystem in Koumbia is under demographic, economic, and climatic pressure. Conservation Agriculture has not been successfully integrated into socio-economic realities or implemented beyond a trial scale. The stakeholder mapping showed that dominant economic players and traditional means of communicating are essential to achieve innovation. Past interventions were not coordinated and focused on technical challenges. The participatory videos were rich in contextual information and created process ownership for research participants. The QAToCA provided a structure for lessons learned and suggestions for change.Practical implications: The learning process may be applied to initiate innovation initiatives in an efficient manner.Theoretical implications: The study shows how Transformative Learning and Communicative Action theories can be used for agricultural innovation. It also underlines the need for further work on how to address the implicit superiority of the process initiator and the integration of learning in institutional practice.Originality: Few studies have attempted to design and test learning processes on agricultural innovation based on theories of learning and Communicative Action.

Transformative learning in designing algorithms for reporting information systems

This paper describes a teaching method that enables students to design efficient and effective algorithms for reporting information systems applications. Adopting the general principles of transformative learning, students are immersed in a series of activities and interventions to enable learning. The activities provided opportunities for students to design algorithms, also using knowledge gained during the interventions. The interventions allowed students to gain knowledge about the output data structures such as list, table, and cube; the sequence control structures that may take different execution times; and the assumptions such as source data tables and mapping rules—all of which can contribute to the design of efficient and effective algorithms. 88 undergraduate business students in an advanced information systems course learn the principles of designing algorithms through critical reflection and reinterpretation consistent with the principles of transformative learning. The algorithms designed by students reveal that attention to the output data structures, sequence control structures, and assumptions enables the design of efficient and effective algorithms.

Addressing microaggressions and acts of oppression within online classrooms by utilizing principles of transformative learning and liberatory education

ABSTRACTSocial work education is experiencing growth and challenge as many universities and colleges begin to offer distance education options for both BSW and MSW students. While work on creative solutions to microaggressions and acts of oppression in the physical classroom is available, work on addressing these issues in online classrooms is still yet to emerge. Through an application of transformative learning theory and principles of liberatory education to a case study, we hope to contribute to an emerging dialogue around best practices in addressing microaggressions and acts of oppression in online learning environments.

Integrating Reflective Problem-Solving and Mindfulness to Promote Organizational Adaptation Toward Conflict Sensitivity

This article is an analysis and synthesis of the outcome of our efforts to integrate reflective problem-solving and mindfulness to promote organizational adaptation toward conflict-sensitive approach to managing and resolving land-related conflicts. The purpose of the article is 2-fold. The first part of the article describes the methodological and epistemological processes we followed to engage the candidates in reflective problem-solving and mindfulness. The second part of the article analyses the participants’ reflections on the meanings they had drawn from the thinking and learning processes. The article draws on transformative learning principles, principles of situated experiential learning, the notion of interactive problem-solving and social–psychological approach to conflict analysis, resolution, and negotiation. All of these principles and approaches emphasize the empowerment of learners and practitioners as agents of social transformation. At the end, the article presents the implications of our findings for future improvements.

How ideas of transformative learning can inform academic blogging

Abstract This paper looks at blogging by academics and argues that there is a niche role for an academic blog informed by principles of transformative learning. I begin by describing my experiences of blogging, first, as a reader while carrying out my own doctoral research, next, as a teacher introducing blogs to my students, then as a writer of my own journal blog. I suggest that transformative learning principles provide a frame of reference for understanding these experiences, in particular, by offering an idea of autonomy which puts subjective experience in social contexts. I then suggest that academics interested in transformative learning might learn a more engaging style of writing from bloggers.

Transformative Learning as a Factor of Lifelong Learning by the Example of Vocational Education in Canada

Abstract The characteristics of transformative learning as a factor of life-long learning have been presented in the article. The paper offers analysis of foreign theorists and practitioners’ views on transformative learning at Canadian universities. A special attention has been paid to the exploration of transformative learning methods and techniques implemented during vocational training at universities. The analysis of theoretical background evidences that the transformative learning concept is based on the theory of person’s transformations depending on the life experience, cognitive development and critical reflection skills. The significance of transformative learning concepts implementation into Ukrainian educational process has been substantiated. The main principles of transformative learning have been described (education, science and manufacture integration, selfrealization through values and assumption transformation, focus on dialogue and critical self-reflection). The key elements of transformative learning have been determined, namely, disoriented dilemma, critical reflection and rational discourse. The importance of nonformal and non-linear educational techniques implementation has been proved.

Principles of Transformative Learning Workshop (USAFA January 2015)

This six-hour workshop (video links below) was delivered to a group of Air Force professionals. This workshop aimed to ground participants in the principles of transformative learning so that they were equipped to design their own unique methods and models. The following was given to participants before they arrived at the workshop:Why do such a workshop?The Air Force is committed to developing leaders who embody the core values and model what it means to be a member of the Profession of Arms. This workshop answers the question of why some Air Force development efforts are effective and why some efforts are not effective. This workshop is designed to produce a breakthrough in your capacity to design and deliver professional development curriculum.Who this workshop is for: • Individuals who have an accountability to design and/or deliver curriculum to military service members in the areas of leadership, character, and the Profession of Arms, and • Individuals who are interested in becoming more effective in developing others from the Air Force’s newest Airmen to the most senior leaders.What you will take away from this workshop:• An answer to the question, “why do some personal and organizational interventions work some of the time but not all the time, and with some people but not all people?”• The difference between informative learning and transformative learning.• A new access to create 1st-person “on the court” learning experiences as contrasted with providing 3rd-person “in the stands” conceptual understanding.• An elevated capacity to design curriculum that gets to the core of what it takes to alter one’s orientation (view or frame of reference) towards oneself, others, the profession, and leadership situations.• The importance of, and how to create, choice, responsibility and commitment in learning and development efforts.Videos: Part 1Part 2Part 3Part 4