Transformative Learning Experiences in Australian Higher Education

Abstract

Transformative learning takes place when an adult learner critically questions their beliefs and assumptions, and as a result, transitions to see and act differently in the world differently, in a way that is more inclusive, reflective, integrative, and adaptable (Mezirow, 2000). As such, transformative learning is fundamental to a meaningful tertiary experience for many learners, where engaging in critical self-reflection upon first-hand experiences allows a revision of prior interpretations, or construction of new interpretations, to better guide future actions (Mezirow, 1996). Creating the conditions, skills, and disposition for this is the “essence of adult education” (Mezirow, 2003, p. 62). This doctoral study adopted a sequential explanatory mixed methods approach to investigate the foundational concept of transformative learning and the factors impacting transformative learning experiences of learners across all faculties at The University of Sydney. King’s (2009) Learning Activities Survey (LAS) was used to identify whether students have experienced perspective transformation or not, and what factors were associated with their experiences. Deviant case interviews explored how students experienced transformative learning and any similarities and differences. Apte’s (2009) Questions for Reflection triangulated these findings through interviews with educators. The study encompassed 15 units of study, 284 student surveys, 15 educator interviews, and 35 student interviews. The findings indicate that transformative learning is effectively fostered through group projects, shared experiential activities, critical discourse, and critical self-reflective assignments and learning activities. The results contribute to a better theoretical understanding of transformative learning experiences and practices, informing the curriculum design and institutional support required to enable such experiences.