Transformative Learning Outcomes Research Articles

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.

Transformative learning about anxiety: A duo‐ethnography of Chinese female immigrants

AbstractExisting studies predominantly analyze the mental health experiences of Chinese international students through a psychological perspective. This study, however, delves into transformative learning (TL) outcomes related to understanding and overcoming “anxiety” from a critical sociological lens. Utilizing a duo‐ethnographic methodology, it sheds light on the transformative learning experiences of three female Chinese researchers as they investigate anxiety in a North American higher education setting. This study uncovers socio‐cultural factors contributing to anxiety among Chinese international students abroad, with a particular emphasis on faculty's racialized habitus, academic struggles, emotions, and gender. It represents an interdisciplinary fusion between critical sociology and adult education, specifically concentrating on TL for social justice and the emotional and relational aspects of TL.

Transformed through the CARTA experience: changes reported by CARTA fellows about their PhD journey

ABSTRACT Transformative learning occurs when a person, group, or larger social unit encounters ideas that are at odds with their prevailing perspective. This discrepant perspective can lead to an examination of previously held beliefs, values, and assumptions. The Consortium for Advanced Research Training in Africa (CARTA) has since 2011 been training and supporting faculty from different African universities, to become more reflective and productive researchers, research leaders, educators, and change agents who will drive institutional changes in their institutions. As part of a mid-term evaluation of CARTA, an open-ended question was posed to the CARTA fellows asking them to describe any changes they had experienced in their professional lives as a result of the CARTA Programme. The 135 responses were inductively coded and analysed using qualitative thematic analysis. These themes were subsequently mapped onto Hoggan’s typology of transformative learning outcomes. CARTA fellows reported shifts in their sense of self; worldviews; beliefs about the definition of knowledge, how it is constructed and evaluated; and changes in behaviour/practices and capacities. This paper argues that the changes described by the CARTA fellows reflect transformative learning that is embedded in CARTA’s Theory of Change. The reported transformation was enabled by a curriculum intentionally designed to facilitate critical reflection, further exploration, and questioning, both formally and informally during the fellows’ PhD journey with the support of CARTA facilitators. Documenting and disseminating these lessons provide a guide for future practice, and educators wishing to revitalise their PhD training may find it useful to review the CARTA PhD curriculum.

Participation changed my mindset. Transformative learning about agrobiodiversity in citizen science projects

Within citizen science projects, learning about natural resources can encourage environmentally friendly behaviour. More empirical understanding is needed on how citizen science projects facilitate learning outcomes to support sustainable resource management, such as agrobiodiversity. Here we present the learning outcomes of a citizen science project where participants interacted with agrobiodiversity in landscape observatories in Flanders (Belgium). The observatories consisted of square-meter (m2) gardens planted with vegetable crops. Participants were asked to visit their m2-garden and to perform tasks according to a scientific protocol (e.g. harvesting). Most of the knowledge gained was practical, while some was more in-depth. More than half of the respondents changed their views on agrobiodiversity and about a third changed their actions related to agrobiodiversity. Transformative learning outcomes were more likely when participants reported having less prior knowledge. Participants cited the tactile tool of the m2 gardens and frequent written and informal communication as key learning tools.

Transformative ecojustice pedagogies: Outcomes of sociology students mentoring high school service learners

This case study investigated the transformative learning outcomes for undergraduate students enrolled in two sociology courses taught by The State University of New York at Albany, at an urban ecoliteracy environmental justice center. Authors conducted participant observation and gathered data from surveys, semi-structured interviews, and focus groups with university student, high school, and community stakeholders. In the short-term, sociology students exhibited an increased interest in civic engagement, an heightened awareness of community and environmental issues, and committed to adopting pro-environmental behaviors. Transformative learning outcomes were documented in relation to affirming/changes in longer-term academic, life, and career paths. This research contributes to the fields of urban environmental education and environmental sociology that advocate for a better understanding of the outcomes of programs that facilitate youth mentoring and experiential ecojustice pedagogies that emphasize social justice development, issues of power and justice, and the enhancement of civic engagement, action competencies, and critical consciousness.

Transformative Learning Through Group Coaching

Our study examines transformative learning outcomes of a group coaching format in a postgraduate program of a German University that is based on the cognitive-developmental approach to coaching. We administered a survey based on Kirkpatrick’s 4-Level Evaluation Model and its advancement by Alliger et al. that includes items from the Transformative Outcomes and Processes Scale. Findings suggest that the group coaching was effective on all levels and fostered transformative learning.

The Transformative Potential of Service-Learning in an African Religious Context

Critical reflection is essential for achieving desired service-learning outcomes, including “transformative learning,” as developed by Mezirow (2000). However, critiques of Mezirow’s theory, particularly its focus on the individual learner and prizing of autonomy, raise questions about the relevance of a transformative learning framework for service-learning in diverse global contexts. This article describes a case study of an online service-learning program that resulted in transformative learning for students in East Africa. We offer a method of practical theological reflection that promotes individual and communal reflective praxis. This method contributed to students’ transformative learning outcomes as realized in collective action for sustainable development. Rooted in Christian religious education scholarship, the method is adaptable to service-learning curricula informed by other or non-religious traditions and in non-Western communities. We invite educators to adapt this method to other sociocultural contexts and encourage further research to track longitudinal outcomes of collective action inspired by service-learning.

Tourist transformation: an empirical analysis of female and male experiences

ABSTRACT Recent advancements have been made in our understanding of transformative tourism, but the gap between conceptualisations and experiences has yet to be bridged. Using existing theories defining tourist transformation, this study empirically examines male and female travellers’ subjective experiences and identifies types of transformation. A survey of 514 participants was conducted, and the data analysed through an exploratory factor analysis. The results suggest that tourist transformation corresponds to reflection, changing worldviews, existential transformation processes and outcomes, transformative learning outcomes, environmental sustainability awareness, cross-cultural understanding, wellbeing, and behavioural change. Significant differences between women and men’s experiences were only found in two factors, namely reflection and transformative learning outcomes. These results contribute to the theoretical and practical understanding of tourist transformation and indicate that there might be more to ‘the’ transformative travel experience.

A conceptual validation of transformative learning theory

ABSTRACTObjectivesThe aim of this study is to evaluate the integrated transformative learning theory and quantitative measurement model developed by Stuckey and colleagues in 2013.MethodsThe Transformative Leaning Survey (TLS) was administered as a cross‐sectional web survey to 467 respondents recruited from a variety of sources. The questionnaire includes four transformative learning outcome measures (acting differently, deeper self‐awareness, holding more open perspectives, experiencing a deep shift in worldview) and 14 transformative learning process measures in three domains (extra‐rational, rational, social critique).ResultsThe majority of respondents were female (73.7 percent), white (70.7 percent), with a graduate degree (57.2 percent), and professional employment (56.1 percent); the median age was 35–44. Reliabilities (alpha) of TLS scales ranged from 0.68 to 0.91 (median = 0.78). Multivariate regression identified two rational process factors (Action, Disorienting Dilemma) and two social critique process factors (Empowerment, Unveiling Oppression) that had significant (p < 0.05) positive independent associations with multiple transformative learning outcome measures; no extra‐rational process measures were significant.ConclusionsThis study replicates, validates, and extends the development of the Transformative Leaning Survey and advances transformative learning theory by identifying drivers of transformative learning outcomes. Further quantitative, qualitative, and mixed method research on transformative learning is needed.

The Field Immersion Framework: A Transformative Pedagogy for Experiential Civic Education

Emerging from faculty collaboration across disciplines, the four-stage Field Immersion Framework (FIF) marries place-based experiential learning with civic engagement to promote important transformative learning outcomes such as shifts in Worldview, Self, Epistemology, Ontology, Behavior, and Capacity. To support those outcomes, we developed this adaptable pedagogical framework for immersive courses that cultivate shared inquiry by faculty and students while fostering civic agency. The FIF positions students as explorers in communities grappling with important, unresolved issues and facilitates deep learning in the affective domain. Immersing students in the field as they experience civic issues is an emancipatory opportunity for many students, particularly those bound by geography or digital screens. We detail the FIF’s grounding in learning theory and provide examples of its implementation in varied courses and geographic settings.

Strengthening Democracy Through Knowledge Mobilization: Participedia – A Citizen-Led Global Platform for Transformative and Democratic Learning

Participedia is a collaborative, digital learning tool for the co-production of knowledge about new forms of citizen participation across the world ( www.participedia.net ). In this paper, we analyse using the platform as a learning resource for adult learners who are democracy practitioners and for undergraduate students. We examine Participedia’s role in advancing transformative civic and democratic learning, and situate our analysis in the current context of democracy and civic space under strain globally. We argue that this pedagogy is crucial in the face of democratic erosion, growing inequality, increased polarization and the rise of right-wing populism. We discuss how Participedia’s multiple channels for learner engagement (e.g., critical case study analysis, self-directed research, reflective writing, case study development based on lived experience, collaborative fellowships) support critical and reflective democratic practice. We show how the Participedia platform contributes to transformative learning outcomes, in particular around social action, active citizenship, participation and democracy.

Urban ecojustice education: Transformative learning outcomes with high school service learners

This case study investigated the outcomes of an environmental service learning program that incorporated pedagogical components taught within the transformative learning and environmental justice frameworks at an urban ecoliteracy and environmental justice center in Albany, New York. Authors conducted participant observation and gathered data from surveys, semi-structured interviews, focus groups, and journaling with high school, college student, and community stakeholders in an Ecojustice Summer Youth Employment Program. In the short-term, service learners adopted enhanced pro-environmental behaviors, an heightened awareness of community environmental issues, and an increased interest in civic engagement, with multiple participants returning for consecutive service periods. Transformative learning outcomes were documented in relation to affirming/changes in longer-term academic, life, and career paths. This research contributes to the field of experiential environmental education that advocates for a better understanding of the outcomes of pedagogies that emphasize social justice youth development, issues of power and justice, and the enhancement of social action and critical consciousness.

A case study of sustainable hospitality education relating to food waste from the perspective of transformative learning theory

This study applies a critical tourism approach and transformative learning theory to examine the factors influencing students to take a food design course and the relationships among students' learning intentions and the processes and outcomes of transformative learning. The results show that performance and effort expectancy have significant influences on students' learning intentions and that there are partially mediating effects among students' learning intentions, transformative learning processes, and transformative learning outcomes. After completing the investigated course, most students clearly expressed that, through the transformative learning approach of the course, they learned critical/liberal-thinking skills regarding global sustainable issues of food waste.

The Transformative Learning Outcomes and Processes Survey: A Validation Study in the Workplace Context

The purpose of this study was to assess the validity and reliability of the Transformative Learning Outcomes and Processes Survey (TROPOS) in the workplace context. The results of a confirmatory factor analysis of the data gathered from 132 employees of a steel manufacturing company in the United States have shown that the TROPOS is an appropriate instrument for measuring transformative learning in the workplace context. Implications for transformative learning research and practice will be discussed.

Transformative Potential and Learning Outcomes of Air Quality Citizen Science Projects in High Schools Using Low-Cost Sensors

The rise of advanced ICT technologies has made it possible to apply low-cost sensor systems for measuring air quality in citizen science projects, including education. High school students in Norway used these sensor systems in a citizen science project to design, carry out, and evaluate their own research projects on air quality. An impact assessment framework was designed to assess the impact of these activities, considering five areas of impact: scientific, social, economic, political, and environmental. In addition, the framework also considers the transformative potential of the citizen science pilot, i.e., the degree to which the pilot can help to change, alter, or replace current systems, and the business-as-usual in one or more fields such as knowledge production or environmental protection. Data for this assessment were gathered in the form of questionnaires that the students had to complete before starting and after finalizing the pilot activities. The results showed positive impacts on learning, a pro-environmental world view, and an increase in pro-science attitudes and interest in scientific and environmental-related topics at the end of the pilot activities. Only weak impacts were measured for behavioral change. The activities showed transformative potential, which makes the student activities an example of good practice for citizen science activities on air quality with low-cost sensors.

Pleasure or pain or both? Exploring working holiday experiences through the lens of transformative learning theory

Research on tourist transformation and transformative experiences is in its infancy. How tourists are triggered in a transformative dynamic of positive and negative components is little understood. This study attempts to fill this gap by using transformative learning theory (TLT) to explore working holiday experiences, based on evidence from Hong Kong tourists. A working holiday is a unique informal learning context involving an extended stay at a destination, which offers both pleasures and challenges. Interviews with working holiday tourists reveal that pleasurable and painful experiences are included in their working holiday recollections. Working holiday tourists transform themselves informally through these experiences, attaining psychological, behavioural and convictional outcomes. Our results provide managerial insights for government agencies, host destinations and other stakeholders, showing how they can enhance working holiday tourists’ experiences and enable transformative learning outcomes.

Transformative learning within Australian Indigenous studies: a scoping review of non-Indigenous student experiences in tertiary Indigenous studies education

ABSTRACT Transformative learning theory is widely considered one of the pre-eminent theories of adult education, and has been adopted as a means of developing and understanding adult learning across a range of disciplines. While the representation and conceptualisation of transformative learning experiences has grown within Australian Indigenous studies curriculum contexts, significant differences are apparent in the means of engagement with Mezirow’s theoretical framework. This article adopts Arksey and O’Malley’s scoping review methodology to establish what is known about non-Indigenous student transformative learning within the Australian Indigenous studies literature, and provide recommendations for future research that can inform the use of Mezirow’s theory within Indigenous Australian studies curricular contexts. Four databases were systematically searched for papers focusing on transformative learning experiences of non-Indigenous students within Australian tertiary Indigenous Studies contexts, with 17 papers published between 1978 and 2019 included in the final analysis. While findings suggest the fundamental building blocks of Mezirow’s theory are quite well understood, they also highlight gaps in the literature. First, questions remain around the enduring effects of transformative learning outcomes. Second, associations between transformative learning theory and cultural capability development appear to lack clarity. Third, associations between transformative learning and Indigenous health outcomes are unclear. Finally, there is a need for more diverse paradigms, methods and methodologies within transformative learning research.

Exploring transformative learning in vocational online and distance education

reformulation of their experience, and new ways of acting in the world) is widely understood as an important outcome of adult education (Mezirow, 1990, 2018). Various studies have been performed over the last 30 or so years since Mezirow’s theory was first proposed, confirming its presence and importance in higher education. However, it is questioned as to whether transformative learning takes place in vocational distance and online education, particularly if not explicitly promoted. This paper investigates the extent of transformative learning taking place in adult learners studying at a distance, online. Drawing on King’s (2009) Learning Activities Survey (LAS), Open Polytechnic students (n=499) across 7 qualifications (6 discipline areas) responded to a survey asking about their experiences of perspective transformation. The instrument also sought insight as to how vocational providers of vocational online and distance education might promote transformative learning outcomes in learners.Survey results show evidence of perspective transformation in students, to varying degrees mainly determined by the qualification being studied. The results also reveal which instructional design approaches and teaching activities might contribute to transformation.

Are those really transformative learning outcomes? Validating the relevance of a reliable process

Transformative learning is considered a cornerstone for advances in sustainability, because transformative shifts in perspective will be necessary for humankind to transition towards it. The theory of transformative learning (TL) has been considered in hundreds of applied studies in diverse fields, yet it remains descriptive and unable to prescribe which conditions and processes could reliably produce TL outcomes. Here an in-depth case study is used to investigate a candidate process from another field and unknown to TL researchers (called WeValue InSitu) which has been reported to regularly produce some forms of informally denoted ‘transformative outcomes’. The goal is to determine if these formally qualify, because this would imply the standard WeValue InSitu process could be a reliable way to produce, and investigate, TL and TL outcomes (TLOs). Using grounded thematic open-coding of full transcripts of three sets of post-event interviews, compared against statements made prior to the event, it is shown unambiguously that four outcomes have formal TL nature, as shifts in meaning schemes, one of which developed into a wider shift of meaning perspective over three weeks. These findings indicate that the WeValue InSitu process can likely produce TLOs regularly and identifiably, offering a ‘pedagogical laboratory’ which can be used for systematic studies to link its sub-processes in detail to the TL outcomes it produces, allowing step-wise progress in theory-building. It also indicates that WeValue InSitu can be prescriptively applied, within its limitations such as maximum group sizes and specialist facilitators, to trigger TL in local groups of villagers, governance officers, environmental enthusiasts, community-based organizations and/or government committees, to become more focused and self-aware and more mobilized towards sustainability actions. This study thus opens the door to new research agenda in theory-building and applications of TL towards sustainability.

The impact of psychological safety on transformative learning in the workplace: a quantitative study

PurposeThe purpose of this study is to examine the impact of psychological safety on transformative learning in the workplace. This study focused on psychological safety as a specific practice that may or may not independently contribute to transformative learning outcomes.Design/methodology/approachData was gathered from 132 employees in one US manufacturing company through a survey asking about the perception of psychological safety and the experience of transformative learning. A mediation analysis was conducted to test the effects of transformative learning processes – social support, attitude toward uncertainty and criticality – on the relationship between psychological safety and transformative learning outcomes.FindingsThe results of this study showed that psychological safety led to transformative learning outcomes mediated by transformative learning processes including social support, attitude toward uncertainty and criticality.Originality/valueExisting literature reveals little about the mechanism of how transformative learning occurs in the workplace. This study contributes to the field of human resource development by explaining the relationship between psychological safety and transformative learning, as well as first attempting to use transformative learning as a viable construct in workplace research.