Transformative Learning Theory Research Articles

From Liberation to Self-Creation: Toward a Nietzschean Theory of Transformative Learning

Friedrich Nietzsche’s three stages in the development of free spirits—great separation, wandering, and self-creation—expand current understandings of transformative learning. Nietzsche, for example, explores the development of philosophers, artists, and visionaries in a way that parallels the idea of seismic transformation in contemporary literature and provides insights into the existentially precarious experiences that can accompany such deep transformation. Nietzsche’s thought also builds on the notion that identity should be considered the unit of transformation in transformative learning by exploring repeated identity crises as a method of intellectual and spiritual growth. Finally, Nietzsche argues that free spirits should harness the dream imagination in a waking state to engage symbolic images of the unconscious, which he views as a source of creative inspiration and an essential component of the process of self-creation.

Transformation During Transitions: Intentionality in Simulation-Based Education for Professional Identity Development.

There is growing evidence that simulation-based education can contribute to professional identity development. This commentary discusses the potential theoretical underpinning of this process and considers the role of simulation debriefing to support significant periods of transition in professional identity. Transformative learning theory has been described as a theoretical basis for professional identity development in the context of simulation-based education, but the concepts of liminality, identity work, and narrative reflection are less well explored. These additional concepts offer more nuanced ways of understanding professional identity development during transitions and provide further theoretical underpinning for supportive interventions. This commentary provides simulation-based education strategies to support professional identity development during transitions that could be used as fruitful springboards for educational interventions and further research.

Transforming Professionalism Education in Clerkships: A Student-Driven Approach Utilizing The Hidden Curriculum.

Professionalism, influenced by regional context and societal values, is essential in doctor-patient relationships, patient experiences, and clinical outcomes. However, formal education alone fails to cultivate professionalism effectively. Research highlights the hidden curriculum's detrimental impact on medical students' professionalism. Nonetheless, strategies to teach professionalism in specific curriculum areas and to counteract hidden curricula, particularly for clinical clerkships, remain underexplored. This study evaluates a structured, student-led professionalism training program in a clerkship. Over one year, we implemented and replicated an educational intervention on professionalism in four emergency medicine clerkship groups. Grounded in constructivist and transformative learning theories, the intervention aimed to enhance students' reflective capacities by addressing the hidden curriculum. It included briefing sessions on professionalism models and student-led discussions on clinical cases encountered to uncover implicit lessons. Students' understanding was reinforced through anonymous self- and peer assessments of professionalism traits. The impact was evaluated qualitatively through inductive thematic analysis of student reflections and quantitatively through student feedback based on the Kirkpatrick model. The training received highly positive evaluations from students. Quantitative analysis showed significant score increases in knowledge and ability (using the Wilcoxon Signed Rank Test). Students demonstrated the ability to reflect on the hidden curriculum and highlighted three key themes: professional attributes, sociocultural context, and system-level factors. Subthemes included communication, empathy, learning commitment, cultural competence, hierarchy, and family engagement. This study presents a practical clerkship professionalism training model demonstrating that regular case-based discussions and anonymous self- and peer assessments help students identify and reflect on professional behaviors within the hidden curriculum.

Construction of a Digital Twin Model for Pharmaceutical Education Driven by Transformative Learning — Innovative Practice of Chronic Disease Management Based on the Integration of Short Video, AI, and VR

To address the pain points in pharmaceutical education, such as the shortage of practical teaching resources and inadequate training in complex medication scenarios, this study constructed a three-in-one practical teaching mode for pharmacy, including “short video – virtual simulation – intelligent navigation”. Based on the theories of microlearning and transformative learning, the study innovatively adopted the strategy of “cognitive load optimization + stepped task-driven” approach. The study dismantled the management of five major chronic diseases, including hypertension and chronic hepatitis B, into modular short videos. Additionally, the study introduced cutting-edge topics such as the visualization of the “DFI-DGCF algorithm for medicinal and dietary contraindications.” Through the WeChat public platform, the study established a closed-loop system of “learning – practice – evaluation – application”, integrating AI personalized navigation (recommending learning paths based on learning behavior analysis), VR pharmacy training (simulating 23 types of high-risk scenarios), and blockchain technology for ability certification. Practical application showed that this mode improved students’ accuracy in clinical decision-making. The study provided an empirical paradigm of theory-technology-ecology collaborative innovation for the digital transformation of pharmaceutical education. The “three-dimensional and nine-degree” evaluation system and UGC crowdsourcing mechanism constructed in this study offered replicable solutions for the high-quality development of medical education.

Effectiveness of an embedded oral health educational intervention in an undergraduate nursing program: A mixed methods study.

This study aims to evaluate the effectiveness of an oral health educational intervention designed for undergraduate nursing students. The role of oral health promotion and screening has been extended to non-dental health professionals, for example, nurses. To prepare the future workforce for these responsibilities, an educational intervention underpinned by Mezirow's Transformative Learning Theory was codesigned and implemented in an Australian undergraduate nursing program. A concurrent mixed methods design was used to evaluate the educational intervention Semi-structured interviews with second-year nursing students and faculty staff along with pre-post-test surveys (validated tool) were used to assess changes in attitude and confidence among nursing students regarding oral healthcare. Directed Content Analysis and univariate and bivariate analyses were used to analyse the data. Nursing students experienced a positive change in attitude following the educational intervention, which was also observed by faculty staff. This was corroborated by statistically significant improvements in attitude (5.89 versus 6.22, p=0.002) with the main area of improvement being a positive recognition of the role that nurses have in oral health assessment (21% increase). Students demonstrated a positive shift in confidence, which was supported by the quantitative data which showed an increase in mean scores post intervention (4.73 versus 5.26, p<0.001). Marked improvement in confidence was observed around the recognition of periodontitis (24-25% increase) which was the key focus of the educational intervention. This is the first time an oral health educational intervention has been implemented and found to be effective in improving the attitude and confidence of nursing students when undertaking oral healthcare activities in Australia. Adopting a transformative approach to teaching oral health is recommended for undergraduate nursing education providers as this learning approach can positively influence practice and behaviour changes.

The metalogic futures model: a framework for transformational organizational and social change

This paper explores the question of engaging futures narratives to support and create transformational futures for organizations and social change efforts. Understanding organizational and social change and seeking fundamental change within organizations and social contexts requires deeper understandings of transformational learning and change at both individual and social dimensions. Building from adult learning scholarship on transformational learning, Inayatullah’s futures typology and Sardar’s three tomorrows as approaches to anticipatory futures are incorporated into a model that supports working within organizations and social change efforts. The metalogic futures model for social transformation incorporates futures literacy and transformative learning theory to serve as both a guide for engaging others in a transformative futures process and for evaluating transformative futures change initiatives with the purpose of escaping the bonds of what Bateson described as dormitive thinking. The metalogic futures model serves as an organizational tool for collaborative efforts to address organizational and social change and provides an analytical tool to understand the depth and levels of perspectives of change needed at individual and social dimensions for transformational change to occur. The intended audiences for this paper include futurists and futures researchers wishing to explore ideas about transformative learning as related to futures literacy, and adult educators wishing to explore futures literacy as related to adult learning theory, with both groups working in the context of organizational and social change.

Participant journaling as a data collection method in management education research

PurposeThis paper examines participant journaling as a qualitative data collection method in management education research. It aims to analyze how journaling can illuminate student learning experiences, capture developmental processes and provide insights into pedagogical effectiveness while identifying best practices and methodological challenges.Design/methodology/approachThe study employs an integrative literature review methodology, analyzing peer-reviewed articles from multiple databases including Academic Search Premier, ERIC, PsycINFO and Business Source Premier. The review spans the past 20 years, focusing on journaling applications in management education and related fields.FindingsThe review reveals that participant journaling offers unique advantages for studying management education, including real-time documentation of learning processes, longitudinal tracking of skill development and capture of reflection-in-action. Key challenges include maintaining student engagement, ensuring assessment consistency and managing data complexity. The study identifies theoretical frameworks underpinning journaling methodology, including experiential learning theory, transformative learning theory and critical management education.Research limitations/implicationsThe review suggests the need to develop systematic approaches for journal analysis and standards for quality assessment in management education research contexts.Originality/valueThis paper provides the first comprehensive review of participant journaling specifically within management education research contexts. It extends existing literature by synthesizing theoretical foundations, identifying unique methodological considerations for management education settings and proposing research directions for advancing journaling as a rigorous qualitative method in management education scholarship.

Now I am a Teacher with My Way…: Integrated Happiness Pedagogy for Students’ Wellbeing

This study outlines the origination of a unique pedagogical approach termed as “Happiness-Focused Dialogical Phenomenology”. This approach integrates elements of Constructivism and Transformative Learning Theory to create a holistic and transformative educational environment. Reflecting on the journey of a teacher, the study seeks to move beyond traditional teaching methods to foster a learning experience that prioritizes both academic rigor and student’s well-being. Drawing on the concept of signature pedagogy introduced by Lee S. Shulman (2005), it emphasizes the importance of creating a methodology that is both distinctive and effective in nurturing critical thinking, collaboration, and happiness among students. The proposed pedagogy is rooted in Constructivism, which posits that learners actively construct knowledge through experiences and social interactions, and Transformative Learning Theory, which focuses on perspectives that transform through disorienting dilemmas and critical reflection. The study combines these theories with dialogue-based learning and portfolio assessments to encourage students to reflect on their experiences, engage in meaningful discussions and develop a deeper understanding of themselves and the world around them. Key components include mindfulness practices, gratitude exercises, and happiness focused activities to promote well-being, alongside dialectical discussions and portfolio dialogues to foster critical thinking and self-awareness. This pedagogical approach not only claims to enhance academic achievement but also personal development and emotional health with more fulfilling and engaged learning for students. Teachers training, potential conflicts in discussions and subjectivity of an individual's experiences are acknowledged challenges. However, it is believed that this innovative approach has the potential to revolutionize education by creating a learning environment that is academically rigorous and supportive to students. The study concludes with a call for further exploration and implementation of this pedagogy in diverse educational settings.

The role of leader’s paradox mindset and team reflexivity in overcoming knowledge sharing barriers in diverse teams: a perspective and evidence from China

ABSTRACT This study draws on transformative learning theory to investigate how a leader’s paradox mindset and team reflexivity help build the positive relationship between team diversity and knowledge sharing and examines these hypotheses using path analysis in Mplus with data from 96 teams in China. Results indicate that there is a positive relationship between team diversity and knowledge sharing when the leader’s paradox mindset and team reflexivity are high. As these factors decrease, the positive relationship weakens. Furthermore, team reflexivity mediates the moderating effect of the leader’s paradox mindset. These findings contribute to understanding how to facilitate knowledge sharing in diverse teams.

Ecological transformative learning as a socio-ecological transformation: a case of the Hansalim Life movement

The importance of transformative learning (TL) toward socio-ecological transformation is increasing. Furthermore, a new trajectory of ecological TL is emerging, critically reflecting on the Western-Enlightenment-modernity upon which transformative learning theory has been originally founded, while embracing spirituality, de-coloniality, and ecological consciousness. However, TL is complex and challenging to capture in real-world context. The purpose of this study is to understand the aspects and controversy of ecological TL in socio-ecological transformation. This study explores how TL practices unfolded and how the space for TL has been cultivated. In consideration of the complexity of TL, qualitative case study was used to analyze the Life movement of the Hansalim cooperative. Findings revealed seven categorized aspects of transformative learning; motive, participation, impact, mindset change, create, collective identity, and challenge and conflicts. The entangled and intricated learning aspects of this case could be metaphorically described as a four-dimensional sympoietic constellation. This case highlights the complexity, dynamics, and inter-connectedness of ecological TL. It also shows ecological TL that occurs simultaneously ‘as’ a system transformation in the social experimental space, not learning ‘for’ a transformation. This study complements ecological TL theory by addressing the empirical gaps through the lens of the Hansalim life movement cooperatives.

Effective Pedagogical Principles in Teaching Civic Education: A Case Study of Higher Learning Institutions in Zambia

The pedagogical principles employed in Civic Education instruction in higher learning institutions in Zambia have the potential to improve learning outcomes. The main objective of this article was to explore the pedagogical principles employed by educators in selected higher learning institutions and to establish the challenges faced by educators in implementing the pedagogical principles in the selected higher learning Institutions. The study relied on Sherry Arnstein’s ladder of citizen participation model and the transformative learning theory. The study was qualitative and employed a qualitative multiple-case study design. This qualitative study employed a multiple-case design involving three selected higher learning institutions in Zambia, using semi-structured interviews and focus group discussions to collect data from 5 educators and 32 students. The study was significant in that it was hoped that there would be the generation of new knowledge on pedagogical principles of civic education, and by filling a gap in understanding how the pedagogical principles might be useful in the teaching of civic education and the relationship between pedagogy and civic participation in the Zambian context through the insights that would be gained in the study. The findings of the study showed that certain teaching methods such as lecture method, service learning projects, debate, discussions, brainstorming, and role-play were the commonly used pedagogical principles employed in the selected higher learning institutions in Zambia. Additionally, the study established that the lack of employment of other modern pedagogical principles in civic education by educators was hindered by a lack of material resources, money, time, curriculum review, and administrative support to carry out effective interactive and service-learning activities. The study also recommended that educators should adopt modern principles of civic education, and conduct continuous staff development programs, Institutions should allocate more funds for student activities, there should be constant curricula reviews and institutions should strengthen partnerships with civic associations and community organizations.

Early Career Agricultural Education Instructor Expectations for Professional Development Yields

A wealth of professional development programming exists for agricultural educators, but which experiences provide knowledge, skills, and tools most sought by early career agricultural educators? The purpose of this study was to isolate specific desired professional development outcomes for early career agricultural educators, as well as differences in specific expectations related to CASE certification. This study was guided by Mezirow’s transformative learning theory, which frames learning in adulthood as a transformative, rather than functional, process. The target population was agricultural educators between zero and five years of experience from Iowa, Minnesota, Missouri, and Nebraska. A sample of 125 early career teachers completed a survey; descriptive statistics were applied to demographics and professional development expectations. The most desired outcomes included classroom procedures and ideas, practical advice and suggestions from both facilitators and co-participants, and hands-on practice from the student perspective. CASE-certified teachers expressed more interest in gaining practical advice and suggestions from both the facilitator and other participants. Non-CASE certified teachers had more interest in ideas for interest approach strategies, exit ideas, and energizer activity ideas, laboratory strategy ideas, and equipment storage and organization suggestions. These conclusions pose questions about the prioritization of academic integration as well as how experiences such as CASE professional development change expectations for professional development experiences.

The title of the manuscript: reorienting social relationships in the journey with cancer: a qualitative study

Cancer threatens millions of lives each year affecting individuals as well as their loved ones in multifaceted ways. Given the far-reaching effects of the disease, the study focuses on how cancer survivors’ treatment experiences transform their perspectives on their social relationships. The data consisted of face-to-face interviews with 17 cancer patients in Turkey. The purposive sampling method was used to identify potential participants for the study and the snowball sampling method was used to reach the participants. The analysis was based on the transformative learning theory, which revealed two main themes concerning the participants’ social networks; (i) transformation in the existing social relations, and (ii) construction of new social networks and changing relationship dynamics. The findings revealed the support received from their social networks was a crucial factor in helping participants’ cope with cancer-related challenges which prompted critical reflection on their social relationships and led to perspective transformation. The participants reorganized their existing relationships, and the disease was a determining factor in their new social relationships. In their new social networks, they developed a more helpful attitude towards others, especially cancer patients. This study is critical in enabling adult educators to understand the social dynamics of transformative learning, and guide healthcare professionals in planning supportive and holistic healthcare services for patients with similar experiences.

Improving Compassionate Communication Through a Train-the-Trainer Model: Outcomes and Mechanisms for Transformation.

Compassionate communication is an essential component of compassionate care and involves recognizing another person who needs compassion, relating to their suffering, and reacting verbally and/or nonverbally to their needs. Higher-quality compassionate communication facilitates positive patient-clinician relationships, which in turn lead to the development of trust, higher rates of adherence, and reduced health care costs. However, patients report that compassionate communication is lacking across many health care interactions. Research is needed to evaluate innovative educational programs that facilitate improved compassionate communication. This report evaluates the Sanford Compassionate Communication Academy Fellowship at UC San Diego Health, a 60-hour arts and humanities fellowship that teaches compassionate communication to clinicians alongside artists using Kirkpatrick's 4-level evaluation model. At the time of this analysis, 27 fellows participated in the fellowship, using improvisation and theater exercises, role-play, visual thinking strategy, narrative reflection, poetry, literature, and principles drawn from journalism to build personal skills and learn to facilitate a compassionate communication curriculum. This analysis of 30 hours of field notes and 30- to 40-minute interviews conducted from January 2022 to November 2023 was guided by transformative learning theory. Five themes contributed to improved compassionate communication: empathic listening, pacing, checking for understanding, improved teaching and mentoring, and mechanisms for transformation. In interviews, fellows described how improving these various skills has positively transformed their communication with patients and students. Participants identified 6 innovative mechanisms for transformation: dedicated time and resources, reflective practice, environment of care and safety, arts and humanities integration, colearning between artists and clinicians, and the train-the-trainer model. Next steps include conducting additional studies to evaluate the fellowship's effect using mixed methods with added patient and student perspectives. In addition, training will be offered to other institutions, and different delivery modalities and durations of instruction will be compared.

Environmental Communication Through Language Education: Iranian Teachers’ Perceptions on Integrating Environmental Communication Pedagogy into English Language Teaching

ABSTRACT This study investigates Iranian English language teachers' perspectives on integrating environmental communication pedagogy into newly mandated English textbooks following recent educational reforms. Grounded in Transformative Learning Theory and Place-based Education, this research examines how contextualizing language instruction within environmental frameworks can facilitate transformative learning experiences and nurture both environmental communication competencies and sustainability mindsets rooted in local ecological realities. Fifteen high school teachers were interviewed using a grounded theory approach to analyze their views on the benefits, challenges, and pedagogical implications of embedding environmental themes within language instruction. Findings reveal teachers perceive environmental communication integration fosters environmental consciousness, responsibility, collaborative skills, and transformative learning opportunities grounded in students' lived realities. Finding also show how language teachers, despite lacking formal environmental communication training, develop ecocentric identities through teaching these subjects, contributing to our understanding of how environmental communication pedagogy shapes educator perspectives and practices. Contextualizing language acquisition within ecological narratives transcends linguistic instruction to nurture environmental communication skills, sustainability literacy, problem-solving abilities, and an ethos of environmental stewardship. However, teachers must carefully select environmental themes that engage students while avoiding potentially discouraging topics. This research highlights how language classrooms can become spaces for developing both language proficiency and environmental communication capabilities.

Toward Globally Competent Teaching: A One-Year Retrospect on Agriscience Teachers’ Changes in Perspective after an International Experience

This study aimed to understand how agriscience teachers’ lived experiences during an international experience influenced their perspective changes on globally competent teaching one year later. Using a phenomenological approach, four themes emerged – (1) personal growth, (2) intellectual growth, (3) professional growth, and (4) advocacy growth. By drawing on transformational learning theory, the themes demonstrated the phenomenon's essence – one year after an international experience in Costa Rica, the Louisiana agriscience teachers matured in their perspectives regarding globally competent teaching, which inspired a transformation in their personal and professional lives. Despite this, we concluded the teachers’ global competence, knowledge, and skills remained emergent and not fully formed. As such, we recommend future research examine strategies that could be used to continue to support agriscience teachers’ global competence and pedagogical development after returning from an international experience. Nevertheless, the growth experienced by the teachers should be further considered. Moving forward, we also recommend future research obtain evidence regarding the extent to which the teachers have integrated global concepts into their curriculum to develop an understanding of the breadth and depth of their perspective changes.

The future is now: pioneering transformative approaches in higher education within creative fields

This study investigates transformative approaches in arts and arts management education, highlighting the urgency for adaptive pedagogies in response to the unprecedented disruptions caused by recent global crises. The impact of these crises has profoundly affected the arts and cultural sectors, emphasising the need for higher education to equip students with skills to navigate and lead through complex and evolving cultural, social and economical landscapes. Our research focuses on immersive learning experiences and transformative learning theories as crucial methodologies in fostering essential future skills like adaptability, critical thinking, and innovative problem-solving in higher education. By integrating transformative learning theory and UNESCO’s model of future skills, we explore how such educational frameworks can profoundly influence students’ abilities to address societal transitions effectively. This study draws on qualitative data from immersive learning experiences in arts universities and provides empirical insights into the pedagogical effectiveness of combining transformative learning with hands-on, real-world engagement. The findings advocate for an educational paradigm that not only transfers knowledge but also significantly enhances the resilience and inclusivity of future arts professionals. This research contributes to the discourse on higher education’s role in cultivating creative leaders adept at navigating transitions towards more sustainable and inclusive cultural landscapes.

Beyond the classroom: The transformative experience of short rural immersion programs for health professional students: A narrative review.

Rural areas house nearly half the global population yet face a significant shortage of skilled health professionals, exacerbating health inequities. Short-term rural immersion programs offer a cost-effective approach to exposing health professional students to the unique challenges of rural healthcare. Transformative learning theory is well suited to examining how these programs foster critical reflection and perspective shifts in students. To explore the potentially transformative impact of short-term (<6 weeks) rural immersion programs on health professional students through the lens of transformative learning theory. This review synthesised findings from various studies on the impact of rural immersion programs. Comprehensive searches were conducted across multiple databases, identifying 17 studies published between 2001 and 2024. Data extraction and thematic synthesis were guided by Mezirow's transformative learning framework, identifying key patterns and insights through an iterative process. Rural immersion programs deepen students' understanding of the unique health needs of rural and remote communities. These experiences promote personal and professional growth, enhance critical thinking, problem-solving abilities, cultural competence and social accountability and foster a commitment to serving underserved populations. The collaborative role of the community, student cohort and academic staff in facilitating transformative learning is emphasised. Short-term rural immersion programs offer invaluable and transformative educational opportunities that extend beyond traditional learning environments.

GHEARD: An Open-Access Modular Curriculum to Incorporate Equity, Anti-Racism, and Decolonization Training Into Global Health Education.

Background Global health (GH) interest is rising among graduate medical education (GME) trainees, yet GH engagement is marred by the impact of colonization or racism, and there remains a lack of training to confront these challenges. Objective To develop a modular, open-access curriculum that provides training in decolonization for GH GME and evaluate its feasibility and impact on learners' critical reflection on decolonization. Methods From 2019 to 2022, 40 GH educators, including international and indigenous scholars from diverse organizations, created the Global Health Education for Equity, Anti-Racism, and Decolonization (GHEARD) curriculum. Using Kern's 6 steps of curriculum development, critical gaps were identified and shaped into 8 modules, including a facilitator training module. Learning objectives and activities were developed using strategies grounded in transformative learning theory and trauma-informed educational approaches. The curriculum was peer-reviewed and piloted at multiple national conferences and institutions to assess feasibility and effectiveness in fostering critical reflection on decolonization. Results Pilot testing demonstrated GME implementation feasibility. Based on initial educator feedback, facilitator tools and an implementation guide were incorporated to enhance usability. Nearly all (59 of 61) trainees felt GHEARD was effective or very effective in encouraging reflection on decolonization, and 72% (32 of 44) felt GHEARD encouraged reflection on motivations for engaging in GH. GHEARD was launched as a free online resource in June 2023 and garnered 3192 views by December 2024. Conclusions To our knowledge, GHEARD is the first comprehensive decolonization curriculum designed specifically for GME. Program evaluation indicates GHEARD is feasible to implement and effective in promoting critical reflection on decolonization.

Canadian nursing students and education in medical and recreational cannabis: a preliminary evidence.

Explore the interest of Canadian undergraduate and graduate nursing students in medical (MC) and recreational cannabis (RC) education. Transformative learning theory framed an online survey exploring sources of information; factors and learning modalities of increasing interest in learning about MC/RC; and future career plans regarding MC/RC in practice. Survey ran from September 2022 to February 2023. Descriptive statistics and content analysis were applied. Respondents (n=153) disclosed knowledge gaps in MC/RC regulations (90 %), effectiveness (88 %), and dosing best practices (86 %). Exposure to clinical opportunities and virtual resources were stimulating learning factors. A socially responsive curriculum is crucial to engage nursing students in becoming more knowledgeable about this topic and understand the nurse's role in enhancing practice quality. Implications for International Audience - The evidence provides a proactive approach to nursing educators in countries where cannabis is legal or in the process of being legalized.