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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 Handbook of Transformative Learning provides a comprehensive and critical review of more than three decades of theory development, research, and practice in Transformative Learning (TL). It will help adult educators understand what transformative learning is, distinguish it from other forms of learning, and foster it in their practice. The book covers five broad areas: historical, theoretical, practical, research, and future perspective. It is comprehensive, interdisciplinary, critical, reflective, and accessible to a wide audience of interested scholars, students, and practitioners. Co-edited by leading experts in the field with an advisory group of prominent authorities, this handbook is the leading resource for the field"--

This paper describes the use of transformative learning theory to evaluate a family‐empowerment project focusing on life skills. The project was designed in response to welfare reform in Montana. Open‐ended interviews were conducted with 34 participants. Results revealed evidence of transformative learning outcomes such as an empowered sense of self and new connectedness with others. Respondents also spoke of factors built into the program designed to foster transformative learning. Implications are presented.

Perception matters for research and analysis because the image of a state (non-state actor) as aggressive and the perceptions of its intentions as aggressive are mutually reinforcing. We will use an interdisciplinary perspective combining political science and adult education research, which we believe has the potential for further policy advice.

Despite growing evidence of many environmental and other problems being caused by industrialized meat production, the issue of meat consumption is still generally seen as a private affair that has nothing to do with politics or education. This article problematizes meat consumption and discusses transformative learning theory in the light of the authors experiences with denialism in critical meat education. It reveals the potential of a cross-fertilization through which transformative learning theory gains complexity and critical meat education benefits from a more coherent theoretical and practical frame. ; (VLID)5205872 ; Version of record

Building on the foundational concepts of transformative learning theory, I argue that horror fiction strongly encourages perspective transformation by challenging student assumptions about both genre writing and educational experience. I informally describe a specific creative writing class period focusing on the motif of the scream in diverse horror texts, and I illustrate how students learn to transform what they already bring to the classroom by employing a variety of particular in-class writing exercises and literary discussions. Among these, transformative writing exercises—such as the revision of an existing text by Stephen King—are highlighted as instructional techniques. As cautionary literature, horror especially dramatizes strategies of fight versus flight. I reveal how students can learn by transforming their knowledge through disorientation that is particular to reading and writing in the horror genre.

There is an important difference between the phenomena we study and the names we call them or theories we use to explain them. Transformative learning theory is a human construction designed to describe a phenomenon, but it is imperfect at best. The author advocates a delineation of the terms. Namely, the term perspective transformation should be used to refer to Mezirow's theory because it has only ever been used for his specific theory. The term transformative learning should be used to refer to the broad range of theories (including Mezirow's) that attempt to describe and explain dramatic changes in how people experience, conceptualize, and interact with the world. The author uses transformative learning in adult education investigations to understand the experiences of military veterans transitioning from combat to civilian life, of breast cancer survivors navigating the psycho-social transition of their disease, of students from backgrounds of poverty attending community college, and even the negative transformation of people becoming radicalized into violent terrorism. There are many more situations that cause people to change, and those specific situations shape the processes that lead to change and therefore shape the eventual outcomes of that change. All of the theories and constructs in the transformative learning literature are nothing more than human creations designed to explain the phenomena associatedwith dramatic learning and change in adulthood. The value of transformative learning as a metatheory is to provide constructs in the form of analytic tools that scholars from disparate disciplines can use in working together to create better, more useful constructs for understanding that phenomena. There are identified and presented the analytic tools (definition, criteria, typology) to provide a framework for scholars to think carefully and with clarity about what they mean when using the word "transformation". The need in more holistic, interdisciplinary understandings of transformative learning is substantiated, thus promoting the use of transformative learning as a metatheory.

Universities are increasingly working to better prepare
students for success in the workforce and increasingly advocating high-impact learning
experiences. This case study explores the short-term impacts on students who
participated in a short-term service-learning study abroad program in Ireland through a
lens of Transformative Learning Theory. Data collection consisted of (a) a
pre-participation interview, (b) a follow-up interview, and (c) participant observation.
We found evidence of all four tenets of Mezirow's Transformative Learning Theory: (a)
refining meaning schema, (b) learning new schema, (c) transforming schemes, and (d)
transforming perspectives. Emergent subthemes related to service-learning or personal
growth were discovered within each of these tenets. We concluded that while this program
was not intentionally designed with Transformative Learning Theory as a means to deliver
an educational curriculum, there are transformational learning aspects inherent to study
abroad as well as service-learning. Based on this study, we offer recommendations for
best practices for facilitating service-learning study abroad programs and for future
research.

In support of ongoing educational transformation in post-Soviet nations, this article positions activity theory (in the tradition of Engeström) as a framework for modelling changes towards innovative forms of collabo-rative, fully online digital learning. A strength of activi-ty theory is that it adopts a holistic socio-technical per-spective in which teachers, learners, technologies, peda-gogical values, roles/identities and rules/cultures are considered together as interdependent elements of col-lective activity. An illustrative example is offered to model a current and envisioned (target) activity system. In addition, a few considerations to guide research are offered. These include an emphasis on measuring the general readiness of students and teachers, and the need to explore gender divides. The goal is to help envision program transformations towards online learning at two partner universities as part of Ukrainian and Lat-vian, government-funded projects.

Purpose
This study aims to investigate how transformative learning has been conceptualised and operationalised in education for sustainable development (ESD) and sustainability learning and to collect evidence on how to support transformative learning in formal and non-formal environments.


Design/methodology/approach
The authors conducted a systematic literature review to provide a structured and replicable search and analysis of the relevant literature to produce a bibliometric overview that combines a quantitative description of the body of literature and qualitative analysis of the learning processes, outcomes and conditions.


Findings
The convergence between transformative learning and sustainability has become an emerging field of inquiry, despite the superficial use of transformative learning theory in many studies. By examining the learning process, outcomes and conditions in the core sample of studies, this study demonstrates that transformative learning theory – if carefully studied – can contribute to the design and implementation of educational interventions and assessments of learning towards sustainability. Furthermore, the sustainability context provides an empirical grounding that highlights the fact that social learning, the role of experience and the development of sustainability competencies are inherently part of transformative learning.


Originality/value
To date, few attempts have been made to better understand how transformative learning theory has been used in sustainability learning and ESD research. This systematic review allows for a better comprehension of how concepts and mechanisms elucidated in transformative learning theory are operationalised in sustainability learning and ESD research and serves as a source of inspiration for those researchers and practitioners who aims to make sustainability education, teaching and learning more transformative.