Transformative Learning Process Research Articles

The year I found my voice: Transforming self-confidence through a women’s leadership programme

Women-only leadership development programmes are vital for reducing the global gender gap in senior management; however, research on their impact is limited. This study explores the effect of a transformational women’s leadership development programme on self-confidence among female academics in a South African higher education institution. A mixed methods approach combines quantitative analysis to assess the changes in women leaders’ communication confidence, while the qualitative analysis explores the women leaders’ experiences in adopting new behaviour patterns. The quantitative results reveal significant enhancements in women leaders’ confidence, underscoring the programme’s ability to drive transformational change. The qualitative insights uncover a four-phase transformational learning process, which includes encountering a disorienting dilemma, meaning-making, achieving transformational insight and integrating these insights into leadership practice.Contribution: This study provides new insights, recommendations for future research and guidance on developing, evaluating and implementing women’s leadership programmes in higher education. It contributes significantly to understanding the role of women-only leadership development in addressing gender equity.

Awareness-Based Design

To shift beliefs, values and practices, we need to design learning experiences that can transform our inner dimension—that is, our ways of thinking, feeling and being in relation with the worlds we are a part of. With a view to promoting transformative learning (TL), we must start with becoming aware of our experiences within a social field. Given that our experience is oftentimes intangible (i.e. non-verbal, felt, relational and emergent), this paper argues that making intangible experiences visible or tangible can support TL. This research asks: How might design practice support awareness of intangible experiences during the process of transformative learning? The paper emphasizes four kinds of intangible experiences: thoughts, emotions, felt senses and sensations. The methodology brings practice-based design research to Social Presencing Theater (SPT)—and SPT to design. The SPT practices foreground an embodied, gestural and felt contribution often sidelined in design; while design brings a material and visual contribution to the embodied awareness of SPT. Awareness-based design (ABD) is the term introduced here for a design practice that learns from and engages with SPT. ABD is framed as a method-pedagogy aspiring to become a living curriculum. The set of relational, embodied and co-creative literacies, comprehensions and sensibilities outlined demonstrate how the acts of becoming aware and making sense of the intangible support the work of transformative learning.

Lecturers’ Self-Reflective View and Adaptability in Co-Teaching Practices in Teacher Education

This self-reflective study investigated lecturers’ perspectives on and adaptability to co-teaching in teacher education in South Africa. The purpose of the study was to examine lecturers’ personal experiences with collaborative co- teaching and to identify the changes that are required to make co-teaching effective. A sample of teacher education lecturers worked together to co-teach undergraduate students at a university of technology. Mezirow’s transformative learning process was used as the main lens for the study. Data were gathered through participatory action research, and the free attitude interview technique was used to gather detailed information about lecturers’ personal experiences of collaborative co-teaching, and to identify the changes needed to make co- teaching effective. The findings reveal that, when co-teaching is effectively demonstrated, it enhances lecturers’ interpersonal and collaborative skills and makes it possible to support a significant number of students to engage in the classrooms. Most importantly, transforming the perceptions of collaborative co- teaching professionals leads to collective risk-taking, shared vision and responsibility and transformational and reciprocal learning, and improves lecturer and student learning. Co-teaching from an African perspective aligns with the principles of community, collaboration, inclusive education, and holistic development.

Exploring How to Optimise Transformative Pro-Environmental Behaviour Changes via Nudging on Shared Values Crystallisation

Transformative learning processes that can trigger deep and long-lasting behaviour changes are highly sought after for targeted improvements ranging from human diet and health to pro-environmental behaviours. A step forward was the reporting of a method that reliably produces transformative learning outcomes (TLOs) as an (incidental) effect of group shared values crystallisation, but the theme of the TLOs could not be targeted, e.g., for pro-environmental behaviours. A recent exploratory study bolted on environmentally themed pre-Nudging and unexpectedly produced a heavy bias towards pro-environmental behaviour changes. Here, we investigated more systematically the influences of different Nudging types upon TLO themes produced using two further case study designs created for comparability with earlier studies and using the same process (WeValue InSitu) and post-event data collection of TLOs categorised as environmental/not and behavioural/not. Our findings show that most Nudging had no effect, including raising the profile of environmental photos and the materials used in the crystallisation process, having participants reflect on their environmental identities, or emphasising environmental topics before going home. However, Nudging which involved answering written questions on specific personal pro-environmental actions such as recycling, applied early on, was linked to desired results. This has pragmatic significance for sustainability practitioners and raises questions for further research on the mechanisms of both active learning and Nudging.

Cooperativism as pedagogy: Conversation with Gustavo Machado a lecturer and researcher from Facultad de Ciencias Sociales de la Universidad de la República

This conversation with Gustavo Machado discusses the role of cooperativism as a pedagogical process in Uruguay. Machado emphasizes how cooperatives serve as models for housing production and transformative social learning processes, embedding collective action and mutual aid into daily life. He distinguishes between housing, habitat, and inhabitation, advocating for a broader understanding of living that transcends physical structures and integrates social, cultural, and communal dimensions. Our conversation delves into the political significance of cooperatives in the face of neoliberalism, positioning them as alternatives to market-based housing models. Machado discusses the challenges cooperatives face, such as state regulation and the need for flexibility in adapting to changing life circumstances. He also reflects on his personal experiences growing up in a cooperative during Uruguay's dictatorship, which shaped his political and professional views. The article highlights the intersection of cooperativism with broader social movements, such as gender equality and mental health, and the importance of international dialogue in expanding cooperative housing models across Latin America.

Empowering Educators: Integrating Sustainable Health in Healthcare Professionals’ Training

Abstract Despite efforts to realize Agenda 2030, the sustainable development goals (SDGs) may not be achieved. This already now impacts public health and healthcare, including the training of providers. “Sustainable health” addresses this urgency by emphasizing health as key to achieving the SDGs. While the UN developed a competency framework for teachers in 2011, the specific competencies needed to train in sustainable health remain unclear. Transformative learning (TL) is crucial to integrating sustainable development in higher education (HE), yet its application in the education of health professionals is limited. TL entails a profound transformative journey that reshapes perceptions and experiences, necessitating a shift in the educator’s role from information provider to facilitator of transformative processes. According to a 2019 literature review on TL for healthcare students, teachers need detailed and practical guidelines on how to implement TL. We aimed to develop an evidence-based matrix outlining a) the educational strategies needed to ensure that students develop sustainable health competencies, and b) the competencies teachers need to use these strategies in a quality-assured way. We conducted a literature review to identify key dimensions of teacher competencies and educational strategies for sustainable health. We surveyed teachers at Karolinska Institutet to assess the relevance of these competencies and teachers’ confidence in using them. Focus group discussions were conducted, to explore barriers and enablers to develop competencies and use educational strategies. We present a competency framework for HE teachers, accompanied by recommended educational strategies and self-assessment tools to gauge further training needs. To be used by teachers and educational developers, it will be openly accessible in Swedish and English. This study contributes to enhancing competencies in training health professionals to contribute to achieving sustainable health for all. Key messages • Educators need to be equipped with competencies to lead transformative learning processes to enable future generations of health professionals to achieve sustainable health for all. • Educators need to be supported to transform their role and practice to provide relevant training for future health care providers.

Knowing, Being and Becoming a Person-Centred Nurse Leader: Findings from a Transformative Professional Development Programme.

Background/Objectives Leadership is central to the development of effective workplace cultures and as such should be viewed as a practice that is relational, exercised through a process of mutual and reciprocal influence. Person-centred leadership is an approach to leadership that supports a way of being that is authentic, prioritising values lived out in action. However, there is an increasing recognition that leadership development has not been impactful in relation to workplace culture. This paper reports on the ongoing evaluation of an innovative development programme (Queen's Nurse Development Programme), the overall aim of which was to illuminate the participants' experiences of engaging in transformative learning and development and identify the technical and transformative outcomes arising. The programme focused on developing leadership capacity for societal change and maximising the health impact of community nursing leaders. Methods The methodological framework for evaluation was underpinned by a Collaborative Critical Creative Inquiry. Twenty community nurses were selected to undertake the programme during 2020. The collection and analysis of data was consistent with the Collaborative Critical Creative Inquiry and was conducted as a one-day workshop, with participants engaged in a cycle of creative hermeneutic analysis. Results A total of seven themes were identified, including: sense of belonging; personal growth; developing new skills; finding voice; importance of self-care; and creating a safe place. This illuminated how the transformative learning and development processes within this programme were experienced and how these enabled participants to explore how they influence their practice and workplace. It is the journey with self that generates a sense of belonging and enables personal growth and the ability to care for self and others. Conclusions The key learning from this innovative development programme is the importance of focusing on the attributes of practitioners and the key building blocks for knowing, being, and becoming a person-centred practitioner.

Reimagining faculty development: A paradigm shift from content to transformative learning processes

Background Faculty development programs in health professional education traditionally emphasise theories, principles, and effective teaching practices. However, the efficacy of these strategies in instigating meaningful changes in instructional practices has come under scrutiny. Methods This qualitative research aims to enhance our understanding and support of educators’ ongoing learning and growth. Employing a transformative learning lens, the study explored the experiences, professional development practices, and responsibilities of clinical educators who participated in a faculty development course. Utilising Mezirow’s transformative learning theory as a framework, this research investigated the transformative journey of educators, analysing reflective pieces from 144 participants. Results The study findings revealed shifts in pedagogical approaches, ranging from the recognition of a haphazard teaching style to the intentional integration of evidence-based methods and pedagogical philosophies. The thematic analysis identified key stages in the transformative process, illuminating educators’ commitment to structured teaching, self-directed learning, and continuous improvement. Conclusion This research has contributed valuable insights into how faculty development programs can stimulate reflective practices and transformative learning in health professional education. The article argues for the centrality of transformative learning processes in faculty development, presenting an intriguing perspective on sustainable and impactful professional growth. Trends across learning experiences are presented, accompanied by practical recommendations. The implications of the research for clinical educators, administrators, and developers of formal faculty professional development programs are also discussed.

Understanding Transformative Learning and Transformative Tourism

This study focuses on two major areas of transformative learning and transformative tourism. The study aims to understand how transformative learning theory developed by Jack Mezirow was first introduced to the academia and then adopted in the field of tourism. Transformative travel and tourism is an emerging paradigm in the travel industry, characterized by travel experiences that lead to profound personal growth, self-discovery, and societal benefits. This paper explores the intersections of transformative learning theory and transformational tourism experiences through a qualitative research approach. By synthesizing secondary data from diverse contexts and empirical studies, the study examines how transformative learning processes manifest in the context of travel and tourism. The theoretical framework draws on Mezirow’s transformative learning theory, emphasizing critical reflection and perspective learning. This study is based on a general review through thematic analysis of narratives. The research identifies mechanisms that facilitate transformative experiences during travel. The literatures highlight on novelty seeking, escapism, freedom, self-efficacy, the transformation of consciousness, self-development and personal growth, and subjective wellbeing which is an outcome of transformative travel. This study explores the concepts of transformation, transformative learning, transformational tourism, tourism motivation, tourism destination image, marketing, authenticity, satisfaction, and transformative experiences.

Mediating Effect of Transformative Learning Process on the Psychological Safety and Transformative Learning Outcome among Information Technology Firms in Beijing, China

This paper investigates the mediating effect of transformative learning processes on the relationship between psychological safety and transformative learning outcomes among information technology firms in Beijing, China. With the rapid evolution of the technology industry, fostering a conducive learning environment becomes essential for employee development and organizational success. Drawing on a sample of information technology firms in Beijing, this study explores how psychological safety influences transformative learning outcomes, and whether transformative learning processes mediate this relationship. The research employs a structured questionnaire survey to collect data from employees, focusing on variables related to psychological safety, transformative learning processes, and transformative learning outcomes. Preliminary findings indicate a significant positive association between psychological safety and transformative learning outcomes. Moreover, transformative learning processes, including social support, attitude toward uncertainty, and criticality, demonstrate a mediating effect on this relationship. Specifically, employees who perceive higher levels of psychological safety are more likely to engage in transformative learning processes, leading to enhanced transformative learning outcomes. These results underscore the importance of promoting psychological safety and facilitating transformative learning processes within information technology firms. By fostering a supportive and inclusive work environment, organizations can empower employees to embrace change, cultivate innovative thinking, and ultimately drive organizational success in the dynamic technology landscape of Beijing, China.

Neurodynamics of Relational Aesthetic Engagement in Creative Arts Therapies

Aesthetic experiences, emerging saliently in the arts, play a pivotal role in transformative learning and creative processes that elicit physiological, affective, and cognitive responses associated with mental health indices. Interactions between subjects and aesthetic objects (e.g., visual artwork, music, and moving bodies) often entail elements of surprise and uncertainty that drive the inference of the hidden causes in the subject’s internal and external environment. These generate dynamics that align with the action-oriented Predictive Processing framework of brain function. Creative Arts Therapies (CATs) harness these dynamics by cultivating relational engagement using the arts modalities, prompting affective and cognitive processing. In this manuscript, we offer a review and conceptual analysis of recent empirical findings and theoretical premises that underpin aesthetic experiences and their relation to the psychotherapeutic use of the arts with a broad spectrum of populations and mental health conditions. We present a neuroscience-based approach to aesthetic intra- and inter-personal experiences, integrating therapeutic change factors of externalization-concretization, embodiment, and symbolization with functional network configurations, and interpersonal brain-to-brain coupling, to support predictive processing, learning, and creativity. Present and future interdisciplinary collaborations are underlined to elucidate the neurodynamic mechanisms driving psychological transformations, bridging neuroaesthetics and CATs.

Using critical reflection to enhance the care of older people: a practice example.

Reflection is an essential aspect of nursing practice that facilitates continuing professional development and practice improvement. Critical reflection is a more in-depth form of reflection and can be described as a creative, dynamic and transformative learning process that enhances practice by promoting self-awareness and critical thinking. Older adults often present with complex and multiple healthcare needs. Engaging in critical reflection can assist nurses to provide the high-quality, person-centred care required to meet those needs, support older people to retain their independence and enhance their well-being. This article discusses critical reflection within the context of nursing older people and describes various models that can be used to support the reflective process. The authors use a practice example to illustrate how using critical reflection in practice can enable nurses to develop a deeper understanding of themselves and use what they have learned to enhance their delivery of person-centred care.

Coach competencies to facilitate transformative learning: a multiple case study involving public-sector executives in South Africa

ABSTRACT A significant amount of research has been conducted to understand what makes workplace coaching effective. Several factors, including coach competencies, have been found to contribute to coaching success. Extant literature, however, shows that there is still a knowledge gap in terms of which coach competencies lead to specific coaching outcomes. Some scholars have identified transformative learning (TL) as an outcome of coaching. However, few empirical studies have explored which coach competencies facilitate TL. We adopted a multiple case-study design, with a sample of five coaches and nine senior public-sector executives in South Africa. We conducted a longitudinal study over a period of six months, to observe and assess coach behaviours including how these might lead to TL outcomes. The findings isolate five core coach competencies, their related coach behaviours and the role played by each one in the TL process. These are: creating a safe environment for managing disorienting dilemmas, facilitating self-awareness, motivating and challenging the client, engaging with emotions and holding the client accountable. We propose a framework that can guide practicing coaches who work with leaders and managers, coach trainers and education institutions and HRD practitioners who engage coach services on how to facilitate transformative learning.

Voluntourism placements: Voluntourists’ experiences and learning potential

ABSTRACT This paper aims to contribute to the broader understanding of voluntourists’ impressions with voluntourism and how their experiences evolve throughout the volunteering process (pre-, peri-, and post-trip stages). Interviews of Belgian and Dutch voluntourists (n = 21) were analysed thematically, focusing on their overall experiences by questioning success factors, obstacles, and stakeholders’ roles. Results show that providing organisations, host countries/cultures/residents, and other volunteers/tourists functioned in triangular relationships that influence voluntourists’ intercultural and transformative learning processes. This study concludes that when the stakeholders recognise their roles and see participants’ learning as a goal, voluntourism may enhance the interests of its customers (volunteers and host countries), thus making it a genuine learning opportunity.

A qualitative study of transformative learning during internships

PurposeThe purpose of this study is to document the process of transformative learning during students’ internships.Design/methodology/approachA qualitative study was conducted with 13 interviewed students to gain deeper insights into their learning experiences during their internships. Their weekly reflections from their 6 month’s internship experience were also coded for common themes.FindingsThe study found numerous trigger events ranging from task-related challenges to interpersonal challenges to environmental challenges led to mindset shifts in students during their internships. The mindset shifts are enabled by students engaging in the trigger events through asking questions, seeking information and reflecting. Other enablers of these mindset shifts are workplace psychological safety, social support and individual learning orientation. The conclusion drawn is that trigger events and enabling resources such as external support are central to healthy mindset shifts and learning.Practical implicationsThis paper provides important guidance for supporting transformative learning during student internships.Originality/valueThis paper provides important guidance for supporting transformative learning during student internships.

Development of a design course for medical curriculum: Using design thinking as an instructional design method empowered by constructive alignment and generative AI

Doctors are nowadays experiencing many struggles in their daily practice, mainly due to new intricate challenges of the twenty-first century. However, despite the efforts of traditional medical education, it falls short in providing them with the required tools to effectively overcome these difficulties. In light of these shortcomings, this paper suggests the development of a new educational framework designed to guide medical educators in creating student-centered learning experiences. Which may be ensured by using Design Thinking (DT) as an instructional design method, merged with constructive alignment principles, and generative artificial intelligence. To demonstrate the effectiveness of this new educational approach, a case study is showcased wherein the framework was applied to design a new medical curriculum. The case study specifically focuses on first-year students in a Moroccan medical faculty and was developed based on DT principles, allowing students to engage in a transformative learning process that encourages innovation and creativity. The new curriculum includes lecture sessions, hands-on workshops, and project coaching where teams of medical students learn the design process and are given the opportunity to prototype and test their proposed solutions at local university hospital units. Overall, the showcased case study provides evidence of the framework's effectiveness in designing a new medical curriculum, illustrating its potential for enhancing medical education and engaging future doctors in impact-focused projects with long-term benefits for their career development.

Embracing a Perspective with the Dark Side: Using Second Wave Positive Psychology to Navigate Emotions Throughout Transformative Learning

While transformative learning often leads to positive experiences, it can also be a complex, emotionally turbulent process. The process for some can represent a messy and emotionally chaotic journey, where learners may find themselves in conflict with their emotional comfort zones as they question belief systems, who they are, how they see the world, interpret what happens to them, and consider multiple points of view to verify one’s truth and reality. This autoethnographic study focuses on a doctoral student’s interactions with varied cognitive, sociocultural, and emotional challenges throughout their educational and personal experiences. This study integrates Transformative Learning Theory with Ivtzan et al.’s (2016) second wave dark side positive psychology, introducing a dark side perspective to transformative learning. This approach aims to deepen the understanding of the entire emotional experience and offers guidance for navigating the transformative learning process.

Unveiling Pathways to Enhance Social Learning Processes in Water Struggles

To advance actionable knowledge production in the context of water struggles, this article identifies ways to strengthen transformative learning processes within riverine social movements. The complex challenges associated with water struggles point to an increasing need to explore ways in which these processes can be shaped and to promote changes in the worldviews that inform how water and riverine environments are perceived and structured. This study draws on the grassroots movement for the social-ecological regeneration of the Taquara Stream in Porto Alegre, Brazil. Research on this case has shown that the actions conducted by this movement fostered learning processes through the creation of innovative forms of involvement that brought together multiple actors. A panel of experts conducted an in-depth analysis of the learning practices observed in this case. This article discusses five aspects of the learning process, which have been identified by the experts, that are essential to expanding the transformative potential of water-related social movements: (1) building relationships of trust between actors, (2) building links with and between key actors in the process, (3) creating dialogue spaces that promote the co-creation of actionable knowledge, (4) engaging actors spontaneously, proactively, and co-responsibly in the process, and (5) bringing participatory research into local processes.

A narrative study on pre-service teachers’ transformative learning in a social movement in Hong Kong

ABSTRACT This narrative study explored pre-service teachers’ critical learning experiences in Hong Kong during the Anti-Extradition Law Amendment Bill movement and how these experiences transformed their perspectives on the teaching profession. Forty pre-service teachers participated in the study, including 16 local participants and 24 originally from mainland China. Using Jarvis’s transformative learning model, this study identified four categories of narratives: society-centred, person-centred, relation-centred, and witness-lens narrative accounts. These narratives demonstrated the participants’ various approaches during the transformation process, including reflection, emotion, and self-identification. Changes resulting from these experiences varied from radical perspective-taking to no change occurring. The Hong Kong locals mainly presented society-centred narrative accounts, whereas the majority of participants from mainland China reported person-centred narrative accounts. Their varied previous lifeworld experiences and self-identification explained the differences. The present study highlights the importance of including emotion and identity instead of taking a single constructive perspective when explaining the process of transformative learning. In addition, it shows that the process and outcomes of transformation do not naturally follow a positive direction of growth. Future studies should examine teacher’s transformation using a narrative approach and longitudinal design.

Designing equitable media literacy interventions for critical youth agency

In recent years, young people engaged in political discourse and civic action online. U.S.-based social movements centered on equity issues, such as Black Lives Matter, Dreamers, and March for Our Lives, engaged young people in shaping and publicizing the goals of these movements through digital platforms. Increasingly in communities at the margins, young Americans need digital and media literacy skills to supplement contentious education restrictions within the United States, as with many state bills curtailing the teaching of LGBTQIA+ histories and critical race theory. With these considerations in mind, our team conducted a national study of impactful media literacy in the United States. The study included an extensive literature review, interviews with key stakeholders, and a national survey of educators within the United States. Aimed at understanding the practices in formal and informal learning spaces, the research process inspired the creation of a field guide focused on offering resources for equity-focused media literacy practices that can support educators where professional structures could not, a core finding from our study on impactful media literacy. This paper shares the process for creating the Field Guide for Equitable Media Literacy Practices, developed and published as a form of public-facing scholarship to encourage all media literacy practitioners to undergo a transformative learning process. The field guide offers a series of approaches to equitable media literacy practices centered on equity and inclusion. While the research is U.S.-based, we believe the practices suggested within the field guide apply globally, especially as we see an increase in youth movements that impact beyond geographic and cultural boundaries.