Search

Have you ever deeply considered the intersections between research and education, particularly for second-level students? Traditionally, the convergence of these two realms is most often noted when considering the integration of research findings into educational practices or the involvement of, typically a small number, of students in research activities. While these practices have demonstrated efficacy, the fields of scientific research and education are evolving rapidly, necessitating a reevaluation of how we can optimize their convergence. In our discourse, we delve into these evolving trends, uncover the potential for greater integration, and, ultimately, enhance outcomes using the citizen science initiative Kefir4All as an illustrative example.

This article examines the effects of technology in the field of education and management and focuses especially on the effects of technologies used in distance education activities on transformation processes. Based on research conducted, the article explains how technological developments affect education and management processes, according to the findings obtained as a result of the interviews. The technologies used in the digitalization processes of higher education institutions that provide distance education services and the effects of these technologies on the transformation processes were examined. How artificial intelligence, blockchain, metaverse, brain-computer interfaces and similar technologies can be used in education and organizational management processes and how this use affects management processes are discussed. Findings show that technological developments have profound effects on the processes in educational environments and transform management processes. As a result, the research emphasizes the need for further research and application to effectively use technologies such as artificial intelligence, blockchain, and metaverse in education and management processes. It is stated that advances in this field can cause significant transformations in education and management.

Implementation of online education pedagogy and practice has expanded rapidly at colleges and universities in recent years, most notably in response to COVID-19. This innovative teaching/learning modality provides benefits to both faculty and students through dynamic teaching/learning content, immense flexibility, and technological investments to support teaching and learning. Academic dishonesty in higher education is a persistent concern emphasized and extensively explored in traditional face-to-face courses, less so in online learning environments. The present work, drawing on a large sample of students and faculty (n=1,640) at a Midwestern university, employs an esurvey and both qualitative and quantitative responses on cheating behavior in the emergent area of online courses/online education. Results expose significant faculty and student disagreement and uncertainty about cheating behaviors in the online environment. Academic integrity is essential to fair and equitable high-quality higher education. The stakes are high to better understand the transformative shifts in academic dishonesty occurring in the online educational environment.

There are growing numbers of African international students studying at Higher Education Institutions (HEIs) in North America and the United Kingdom. Intercultural mentoring is one response to supporting students in navigating the complex cultural, social, and academic transitions from home to host countries. This article examines the experiences of 18 participants who had recently mentored African international students attending higher education institutions in Canada or in the UK. Semi-structured interviews with participating mentors were transcribed and analysed from a critical intercultural perspective. Results highlight four themes that provide insight into mentors' approaches to intercultural mentoring: navigating fields of action and intervention, engaging in reflective practice, intercultural mentoring as a relational practice, and mentoring as a decolonising practice. Study findings provide insight into how intercultural mentoring relationships develop and evolve and how mentors approach mentoring relationships as sites that hold transformative learning potential for both mentors and students.

Our current cultural climate is marked by a convergence of pressing issues, including the rise of the post-truth situation, which has recently been described as an epistemic crisis (Hoggan-Kloubert & Hoggan, 2023). This conceptual paper outlines why adult education institutions must reclaim the pursuit of truth as undergirded by rationality, autonomy, and pluralism as a core educational aim and presents a particular pedagogical conceptualisation for doing so. It is proposed that transformative approaches are uniquely positioned to address some of the issues associated with the post-truth situation; however, to be both applicable and accountable within participatory democracies, such efforts also need to be philosophically coherent, practically ethical, and incorporate opportunities for students to critically evaluate ideas, and related values and beliefs against "the test of truth." To this end, a reconceptualisation of the axiological, ontological, and epistemological foundations for transformative learning is presented.

Twenty-first century transformations have taken place within the framework of globalisation of the economy, the spread of information technology and global migration resulting in increased cultural diversity in many societies. This qualitative study investigated perspective transformation in 18 research students, from Australia, Hong Kong SAR, and Sweden, participating in an international online course by using Mezirow's theory of perspective transformation and Kiely's six forms of transformative change (intellectual, moral, political, cultural, personal, and spiritual). The approach to learning facilitated global networking and a commitment to support growth in the students' research practice. Validating the link between research students' learning experiences and perspective transformation theory encourages educators to develop future online educational materials to promote cognitive flexibility and reflexivity and increase students' cultural awareness to inform their research practices.

In this article, we explore the process of creating spaces for the practice and inquiry of transformative listening through the development of the Transformative Listening Protocol (TLP). Our premise is that embodied listening opens doors to transformations via a process to improve listening and safe spaces where people may engage with each other in storytelling and story listening. The organization of our paper flows from research design to relevance for transformative learning theory. We begin with a description of the practice led research design for the project (Candy, 2006), we follow that with the historical development of the TLP including sections on both the theoretical and methodological background. After this section we describe the "practice-ing" of transformative listening with three applications of listening in practice we documented. In the final paragraphs we explore the limitations and conclusions of the research design and of TLP. We conclude the paper with the relevance of practicing transformative listening for the evolution of transformative learning theory.

Course-based, service-learning, study-away opportunities for university students can result in transformational learning for students. Within the context of Mezirow's transformative learning theory (2008), this study explored university students' perceptions of a course-based, service-learning, study-away experience in a culture greatly different from their own. Students participated in a semester-long course with a spring break service-learning study-away experience in the Zuni Pueblo, an indigenous community in New Mexico. Data included individual and group reflections during and after the trip as well as post-graduation (i.e., 3.5-4.5 years after the course). Student reflections indicate that course-based, service-learning, study-away experiences for university students, especially one that provides cross-cultural experiences, can result in transformative learning that may have lasting personal and professional effects. The results of this project may be used by faculty and administrators in academia to provide creative, comprehensive, and transformational intercultural opportunities for students, helping to create leaders in their fields.

In this collaborative autoethnography, we, two early career academics used arts-based methods to explore and transform our understanding of scholarly impact. We began by narrating the disorienting dilemma we experienced while preparing our review, tenure, and promotion portfolios. After a brief review of Mezirow's transformative learning theory, we described our failed attempt to engage in collaborative autoethnography and our turn to transformative learning scholarship that prioritizes artistic ways of knowing. We resituated our collaborative autoethnography as an arts-based inquiry and described our collaborative process facilitated by poetic inquiry and narrative métissage. We then discussed how this arts-based collaborative autoethnography project afforded opportunities for us to engage in perspective transformation. Finally, we concluded with the theoretical, methodological, and pedagogical contributions this project makes to transformative learning scholarship.

Initial teacher formation is a permanent focus of attention on the part of research, as the value of education for the progress of society is well known. However, given the naturalization of instrumental criteria as common sense acquired in today's society, on occasion, initial teacher formation reproduces a technocratic perspective of education, not assisting a transformation into a fairer, ethically healthier, and politically more democratic society. This article is the result of doctoral research that addresses this concern, proposing that initial teacher formation could play a transformative role in society. Considering the Bourdieusian dialectical perspective of "agency," as well as elements from critical approach literature, this article particularly focuses on showing some results obtained regarding about the capacity for ethical/political/epistemic pedagogical agency that novice teachers show in their first professional experiences as teachers, discussing how important the development of this capacity is in initial teacher formation programs to prepare teachers to be able to transform education.

This paper revisits the main thoughts of the Filipino historian and social critic Renato Constantino on the role of education in the formation of a neocolonial and postcolonial consciousness. It suggests that Constantino's critical stance towards education embodies a type of philosophizing about education that centers on the problematization of the language of instruction, on the rendering of voice to those in the margins of Philippine society, and on taking a critical stance about education itself. It suggests further that this form of philosophizing about education and its instrumentalities is prospective of a Freirean liberating pedagogy that is inherently nonneutral, critical, dialogical, praxical, and transformative.

In the shift to Emergency Remote Teaching and Learning (ERT&L) during the COVID-19 pandemic, remote assessment and feedback became a major source of discontent and challenge for students and staff. This paper is a reflection and analysis of assessment practices during ERT&L, and our theorisation of the possibilities for shifts towards sustainable and transformative approaches to assessment in the global south. We argue that the challenges experienced during the pandemic revealed a view of assessment as gatekeeping, and a conception of quality as exceptional. In the context of ERT&L, assessment strategies based on such views may have further marginalised and disadvantaged students faced with technological, economic, and socio-cultural access issues. We highlight that institutional responses and staff concerns regarding standards and the validity and reliability of remote assessments are evident of affirmative rather than transformative approaches to reimagining assessments for social justice.

Students' learning environments often change during school career, due to school transitions and the introduction of educational innovations, causing discontinuity in teaching and learning. Success of students entering a new learning environment depends in part on their prior expectations of education, as these influence later perceptions. Heterogeneity between students, however, needs to be acknowledged. In seeking to determine expectation profiles and their potential linkage to divergent perceptions of education, we longitudinally surveyed secondary school students regarding their expectations before, and their perceptions one and two years after entering an innovative learning environment. We identified three expectation profiles that differed in terms of students' motivation, learning conceptions, and affective strategies: optimistic, moderately optimistic, and pessimistic. For each profile, perceptions developed differently over time, with the moderately optimistic and pessimistic students being at risk in different ways. Results imply that expectations deserve a more prominent place when designing innovative learning environments.

The field of science education has put effort into providing opportunities for students to position themselves as epistemic agents pursuing the goal of making sense of natural phenomena. However, students often struggle in adapting scientific practices to achieve the sense-making goal. In this position paper, we conceptualise students' difficulties in understanding and adapting scientific practices in the science classroom by using the concept of "threshold practices." Based on literature related to threshold practices and two cases that demonstrate students' learning of threshold practices, we discuss four features of threshold practices: (1) Troublesome: Threshold practices are unfamiliar to students and thus challenging for them to adapt; (2) Transformative: Learning threshold practices facilitates transformations in students' engagement in practices as well as their identities into epistemic agents; (3) Integrative: Performing an activity in a threshold practice enables students to carry out other interrelated activities; and (4) Disciplinarily bounded: A threshold practice is bounded to a particular discipline. Teachers noticing students' threshold practices, providing resources to overcome the thresholds, and encouraging students' reflection on their practices are suggested as teaching considerations to support students' adaptation of scientific practices.

We explore how experienced informal educators worked towards equitable and consequential opportunities for learning in informal STEM settings through pedagogical practice. Drawing from a justice-centered social practice stance we argue that pedagogical practice that promotes social transformation towards more just futures must confront and respond to, in integrated fashion, how unequal power dynamics, connected to systemic, structural oppressions, impact individual and collective learning. We refer to this focus on the entanglements between justice and responsibility as the ethical and relational dimensions of teaching and learning. In a research-practice partnership, we drew upon participatory ethnography to explore how practice partners operationalized these "big justice ideas" in their practice. Using two detailed vignettes of practice we illustrate five interconnected patterns of practice: Recognizing, authority sharing, shifting narratives, co-designing, and embracing humanity. We illustrate how these practices, and their variations, took shape in-the-moment, and worked in transformational ways. Last we discuss how these practices are consequentially directed towards shifting power--who has the power to name and legitimize what and who matters in informal STEM learning (ISL), how, and why--and about how youths and educators alike engaged each other towards affecting their lives, social relations, and possibilities. Findings can help informal educators refine and expand their mental models of youth, what matters to them, how and why, and what this could mean for their futures.

Research in language learning indicates that process drama (PD), an educational approach where students and teachers work in and out of role to explore themes and issues, can be well suited to the Japanese higher education (HE) context. Despite the benefits highlighted in the literature, PD remains a niche approach to language teaching and learning, with a limited number of practitioners in Japan. This study seeks to uncover language teachers' experiences of becoming Process Drama Practitioners (PDPs) and using and sharing PD as an English language teaching approach in Japanese HE. Data were collected via in-depth interviews with six experienced PDPs. The findings indicate that prior positive experiences with drama was an encouraging factor of the adoption and self-directed initial use of PD in their teaching practices. Positive student outcomes and feedback were primary motivators for continued use of PD. Experiences of sharing PD led to a perceived need to distinguish PD from theatre-based approaches and establish connections to familiar approaches to language teaching.

The advent of Generative AI technologies, such as ChatGPT, in November 2022, necessitated immediate and critical attention from the educational research community. The impact of GenAI in education, though not yet clear, has the potential to be transformative. More specifically, the focus of this paper is on how to integrate GenAI into elementary literacy education. We, as teacher educators, aim to showcase how to prompt ChatGPT to generate high-quality questions during a read-aloud. We discuss the easy access teachers have to GenAI tools and stress the pivotal role they have in decision-making. We encourage teachers to explore, learn, and understand how to work with GenAI tools to get the most out of it and thus facilitate their agency, teaching, and learning.

Psychological distance (PD) can be a barrier to how students perceive climate change impacts and severity. Localizing climate change using place-based approaches is one way instructors can structure their curricula to help combat students' PD, especially from a spatial and social viewpoint. We created a novel classroom intervention that incorporated elements of place-based education and the Teaching for Transformative Experiences in Science model that was designed to lower undergraduate biology students' spatial and social distance of climate change. Our research questions sought to determine whether students' PD changed following our intervention and whether variables beyond our intervention might have contributed to changes we identified. To measure the efficacy of our intervention, we administered a survey that contained several instruments to measure students' recognition and psychological distance of climate change pre- and post-intervention. We found that students' psychological distance to climate change decreased after participating in our classroom intervention. Additionally, course level was the only outside variable we identified as a predictor of students' post-activity scores. Participation in our activity lowered our students' spatial and social psychological distance, which could have impacts beyond the classroom as these students become the next generation of scientists and voters.

As a major shift in education technologies, Adaptive Learning Systems (ALS) use artificial intelligence and similar technologies, adapting the lessons to the needs of individual students. Emphasizing transformative pedagogy and teaching strategies that transform the learners' cognitive and interactive patterns, this study presents a comprehensive bibliometric analysis of ASL. Contrary to conventional teaching methods, ALS alters dramatically the way students think and interact with their environment. This research has utilized an all-inclusive bibliometric analysis to analyze the evolution, trends, and themes in ALS by using an extensive set of data from the Web of Science (WoS) and Scopus. The primary objective of Bibliometric analysis is to map the development of ALS in teaching and learning while marking the important trends, models, and thematic priorities. The relevance of this research lies in its comprehensive analysis of the Adaptive Learning Systems (ALS) field through bibliometric methods, offering critical insights into the trends, key contributors, and thematic developments over time. The systematic evaluation enables the appraisal of the impact created by major contributors like authors, organizations, journals, etc. The study also examines, using the advanced data collection technique, influential articles, and publications that enormously contributed to shaping ALS. Similarly, it does the rating effectively upon evaluating the mutual relationships among important terms, concepts, and factors through co-references and co-occurrences. It highlights the increasing scholarly output and identifies key contributors and influential works, underscoring the growing recognition of ALS's importance due to technological advancements. The study's findings on global research contributions, thematic analyses, and collaboration networks offer new insights into the field's dynamics, setting a foundation for future research directions. To visually represent bibliometric data, web analytic tools are used, explaining intricate relationships and thematic clusters. Identifying the unexplored areas and discussing the practical implications of ASL development, research, and analysis of combined data taken from WoS and Scopus provides a unique perspective. Consequently, researchers, educators, policymakers, etc., get valuable insights that enable advancing and understanding the area. This bibliometric analysis will undoubtedly guide future research in the area of transformative pedagogy as it is the most sought-after method in understanding the scholarly landscape of ALS.

This paper examines how public education can ensure equity and diversity by clarifying the "democratic aspects" that can be captured through school-community collaborative activities in Japan and the U.S. As a result of comparison and analysis, it is indicated that in both Japan and the U.S., these activities are conducted in the context of streamlining educational administration. In addition, the participation in school management of diverse people such as local residents, parents, and children is promoted in order to grasp their needs and achieve deliberation on an equal footing. In contrast to Japan, however, these activities in the U.S. put importance on providing health and educational services to disadvantaged families and children. Furthermore, they aim to change not only schools but also communities. Therefore, this paper suggests that "democratic aspects" encompassed by collaborative activities have multiple layers: (1) "compensatory-type" (status-quo satisfaction -oriented democratic aspects), (2) "participatory-type" (deliberation-oriented democratic aspects), and (3) "transformative-type" (status-quo change-oriented democratic aspects). In order to guarantee equity of education that ensures fairness and inclusion to all children, this paper clarifies the importance of having both activities that distribute educational and welfare services on a curve to disadvantaged children and families (compensatory-type) and activities that involve children themselves in the practice, leading to the transformation and creation of the world (participatory and transformative type). The types of activities described above do not necessarily set the transformative-type as the ultimate goal. The three types interact together and pave the way toward a democratic and equitable education that is open to all and respects the voices of minorities.

Saint Mary's College of California is a small, Catholic Lasallian, liberal arts institution located in the San Francisco Bay area. Founded in 1863, the institution currently serves approximately 2,000 enrolled students. The Catholic Institute for Lasallian Social Action (CILSA) is the social justice and community engagement center that provides institutional support for curricular and co-curricular community engagement (CE) experiences. In the academic year 2020-2021, CILSA staff collaborated with CE faculty, alumni, staff, and community partners to develop a Theory of Change to explore the challenges, values, and strategies of engagement work and make change in our community. In this article, we will highlight our engaged learning programs, describe our process to create CILSA's Theory of Change, share the ways CILSA staff support and collaborate with each other, and showcase the Head-Heart-Hands framework for student reflection.

All undergraduate students at Saint Mary's College of California, a small, private institution, are required to complete an engaged learning (EL) course or experience for graduation. This graduation requirement was established to provide students with the opportunity to learn in and from the community; an important value from the principles of the Liberal Arts and Catholic Lasallian traditions that inform the College's pedagogy. The social justice and community engagement center on campus called the Catholic Institute for Lasallian Social Action (CILSA), establishes EL partnerships with nonprofit organizations, school districts, campus departments, and other higher education institutions throughout California for EL courses, internships, place-based work, and research projects. We value the expertise of our partners and view them as co-educators in creating transformative learning experiences for nearly 600 students annually. In this article, we will share our process in sustaining community partnerships, our scaffolding engagement efforts, and best practices for collaborating with partners.

For higher education students, feelings of belonging play an important role in their academic success and overall health and wellbeing. However, few studies to date have examined the contributors to and impacts of belonging experiences among post-secondary students within a qualitative paradigm. Written descriptions of belonging experiences were provided by 849 students as part of a survey and subjected to qualitative content analysis. Five major themes encompassing contributors to participants' sense of belonging were identified: "achievement," "learning experiences within courses," "demonstrating expert knowledge," "extracurricular activities," and "connection with others." Two themes were related to the impact of belonging on students: "changes in self-perceptions and emotions" and "transformative, lasting effects." Implications of these findings for students, professors and academic staff, and administrators are considered.

Social and economic changes are shaped globally by voluntary and involuntary migration patterns. Voluntary migrations are associated with the desire for family unification, economic gain, and the pursuit of educational opportunities; while involuntary migrations include fleeing from civil or political unrest, human rights violations, and war. Contentious discourses about immigration are fueled by arguments about the perceived impact of migrants on the demographics, social well-being, and economics of communities. At the core of anti-immigration rhetoric about "who is included and who should be excluded" are views that privilege one group above another in terms of desirability based on race, culture, and gender. The debates about which languages, values, perspectives, and people who belong in the United States extend beyond the boundaries of society, the door of schools, and the homes of the families served by the school community. Black African refugees have experienced exclusion due to racism and othering in societies shaped by racialized histories. Deficit-oriented discourses about their abilities influence their identities, belonging, and educational outcomes, and shape their educational experiences and social and emotional health. In this address, I will provide a historical chronicling of the experiences of South Sudanese (Dinka) refugees resettling in a hegemonically White community in the upper midwestern United States and examine the issues related to acculturation and education of Black African refugee children. Central to this examination is the need to ascertain the preparedness of preservice teachers to teach Black African refugee children using transformative pedagogies that promote a humanizing view in today's classrooms.

This article is a practical resource for leadership educators who facilitate training experiences. Written as an invitation to tactically strategize and tangibly plan for your next training, the seven strategies have been proven to transform boring, lecture-style, information dump, and slide deck trainings into high-engagement, high-enjoyment, and most importantly, high-impact trainings. The result, when using these seven strategies consistently, is the potential for a total transformation in the leadership learning and development of your students. They will optimize their experience during the training by better accessing the training message, internalizing learning through hands-on and immersive experiences, reflection, and dialogue, and then applying their learning to practice--where it matters most.

This study explores the perceived effectiveness of an open educational reading programme for primary school pupils with specific learning difficulties (SpLD) such as dyslexia. The programme, implemented by experienced teaching assistants (TAs), encompassed multiple aspects of reading, including phonics, sight word reading, reading fluency, vocabulary development and comprehension strategies, addressing the diverse needs of students with SpLD. Past observational studies have shown a disconnect between recommended reading practices and actual teaching approaches, often leading to a neglect of crucial skills like vocabulary, reading fluency and reading comprehension instruction for this student population. The current study aimed to bridge this research-to-practice gap, involving educators in programme development to ensure its effectiveness and practicality. Findings from interviews with five TAs indicate a strong need for comprehensive programmes that integrate various reading skills. The open educational reading programme received positive feedback from TAs, highlighting its role in engaging students and supporting active participation. This research underscores the significance of translating scientific insights into practical, transformative educational resources, emphasising the critical role of public engagement in advancing reading education. Additionally, this study emphasises the imperative of developing educator-oriented programmes that are research-based and easily accessible, thereby enhancing the practical application of scientific knowledge.

Rooted in nearly five decades of scholarly research, transformative learning theory explores how individuals construct and reinterpret their experiences, leading to profound change. This chapter delves into the foundational principles of transformative learning within adult education, highlighting its significance and broad applications. It starts with a definition of transformative learning, moves through traditional perspectives, reviews effective practices, addresses critiques, and calls for a unified theory and metatheory. It concludes with an overview of recent scholarly contributions. The chapter outlines the evolving nature of transformative learning, emphasizing its theoretical developments and the ongoing efforts to synthesize various perspectives. As the field progresses, the pivotal role of transformative learning in fostering deep and meaningful change in adult education is continually reinforced.

The concept of transformational creativity has been widely embraced as a desired shift in creativity research. Transformational creativity emphasizes the development of creativity in service to the common good. However, to date, what precisely constitutes this "common good" for researchers of transformational creativity remains unclear. As evidenced by the recent Handbook of Transformational Creativity, the term "common good" has been deployed on numerous occasions without any definition or rationalization of its meaning. The aim of this article was therefore to delineate what may constitute a common good which is worth contributing to. Motivated by transdisciplinary outlooks, it explores the concept of the common good through the lenses of human needs, degrowth, and the ethics of care. This article redefines transformational creativity as the creation of new ideas, artifacts, or practices that promote the common good by fostering caring, needs-responsive relationships and enabling communities to collectively contribute to their well-being and support a sustainable, ecologically nurturing, and preserving livelihood.

Andragogy was the first adult learning model to identify adult learners' characteristics and provide a pragmatic framework for responding to them. It is still considered a foundational and significant contribution to understanding adult learners despite substantial critique over the last 50 years. Current research supports the notion that andragogy is a useful model for designing instruction in numerous fields of practice. This chapter will look at the key ideas of andragogy, their theoretical background, the main critiques of andragogy, and the possible future of this broadly recognized approach to promoting the learning of adults.

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.

The significance of social justice in education has become increasingly important, as education plays a crucial role in empowering individuals and fostering a dynamic environment that promotes awareness of social justice issues. This study focuses on exploring social justice education (SJE) within the context of Türkiye, where research in this area is relatively limited, particularly in terms of classroom-based investigations. This qualitative study adopted the case study design and facilitates as an extracurricular activity focusing on sustainable development goals, given the absence of a predefined curriculum or specific lesson plans for SJE. The study involved 15 students from a state university preparatory English class and utilized diverse online resources. The study's results indicated a significant transformative influence, specifically in enhancing the comprehension of the scope of social justice and fostering critical thinking abilities. The implications of the study are discussed in detail.

Identity serves as a valuable lens through which to investigate, understand and facilitate teacher learning during curriculum reform. Identity learning is the core process of educational change, with teacher emotion at the heart of professional learning processes. In this study, we traced the 1-year journeys of four Chinese EFL teachers during a tertiary EFL curriculum reform that focused on ideological and political education. The Dynamic Systems Model of Role Identity was utilised to understand identity learning. By drawing on interviews, documents and observations, we collected rich data and analysed four types of identity learning along a continuum from fake learning to transformation, mediated by teacher emotion. A multiplicity of emotions acted as indicators and potential catalysts for identity learning. However, an overly demanding context might lead to a retrogressive identity learning trajectory. The integration of ideological and political education in foreign language education was also discussed.

English learners are a very diverse population with unique academic, linguistic, social, cultural, and emotional needs. For decades, English learners in the USA have been found to perform significantly lower than their monolingual peers in standardized academic tests. Many efforts to address the academic and language needs of ELs have been documented in the extant literature; however, little research has been conducted on the effects of social mentoring on the diverse needs of ELs. In this paper, we summarize the results of a systematic literature review that examined the benefits, opportunities, and implications of social based mentoring programs for emergent bilinguals in either community or school settings. Although only five studies met our criteria for inclusion, these studies highlight the benefits of using social mentors to support the social, emotional, cultural, linguistic, and academic needs of ELs. Common themes of positive outcomes or reported experiences from participating EL youth or mentors are reported. In addition, we discuss implications of social mentoring under a transformative social-emotional learning (SEL) framework. Limitations of the existing research on mentoring for EL youth and recommendations for future research directions are also discussed.

Background: College students need the ability to generalize and apply solutions through reflective practice. University faculty need professional development to use authentic cases to prepare students for the future. Purpose: This study was to explore the experiences of faculty through a year-long professional development program that included a field experience contextually focused on natural disasters. Methodology: This phenomenological study used personal interviews with faculty about the essence of the shared experience. Data were analyzed through open coding, axial coding, and theoretical triangulation from Kolb's experiential learning model. Findings/Conclusions: Participant interviews yielded 32 codes that were categorized into 12 themes and theoretically triangulated into the four components of Kolb's experiential learning model: Experience, Reflection, Generalization, and Application. The concrete experience themes were connection to disasters, to other faculty, and new perspectives. Faculty reflected on their expertise, the importance of engaging experiences, and new realizations. Generalization broadened disciplinary perspectives and connections. Faculty gained teaching applications, including leadership concepts, and humanizing science. Implication: Professional development for faculty using experiential learning can improve teaching capacity for the next generation to solve complex problems of social, economic, and health concerns within communities.

This study explored how university students in North America acquired the ability to express their career-related competencies in the context of a pre-professional career education program. We examined the intersection of happenstance learning theory (HLT) and experiential learning theory (ELT) to facilitate significant experiences that inspired students and helped them connect with a profession. Through qualitative interviews with 19 students, we discovered three key insights. First, catalyzing experiences improved competency articulation, as planned experiences provided opportunities for pivotal educational moments and unexpected events that inspired and motivated students. Second, catalyzing experiences sparked action and transformative insights, enhancing students' career readiness and ability to act on future opportunities. Third, transformation through catalytic experiences occurred through reflection, consolidating the significance of experiences and their personal career narratives. We discuss the practical implications of our findings for program leaders, including creating planned career-related experiences and guiding students toward effective competency articulation.

Breaking stereotypes and changing generational outcomes of historically excluded students requires educators who are willing to be what civil rights leader John Lewis called "good troublemakers." Transformational, culturally competent educators can make a significant impact in the lives of students, classrooms, and communities. This research studies the impact of teaching experience of the Children's Defense Fund Freedom Schools Servant Leader Interns on young educators themselves. This study reveals how Servant Leader Interns were transformed by the process of teaching in ways that influenced their sense of self-authorship, their career aspirations, and expectations of how education should be.

Drawing on anthropological conceptions of pilgrimage, our ethnography of professional development at an Israeli Holocaust Memorial follows German teachers on journeys to Israel. Seeking transformative and transferable experiences to combat anti-Semitism in schools, teachers experienced the voyage as a secular pilgrimage rooted in Christian traditions of guilt, confession, and absolution. As teachers' emotional encounters in Israel simultaneously forged "communitas" and challenged official historical-pedagogical visions, their practices abroad elucidate prevalent Holocaust education discourses in contemporary Germany.

Artistic Literacies (AL) can be a catalyst to creative, imaginative, and potentially, transformative learning (Blackburn Miller, 2020). Artistic literacy texts include storytelling, creative writing, popular theatre, music, dance, poetry, fiction, or memoir, and visual art. Creative possibilities for diverse adult literacy learners can open when artistic literacies are integrated across the disciplines. This paper will highlight the way that transformative learning theory can enrich our understanding of artistic literacies and adult learning processes. Connections to transcultural literacies, affective (emotional and social) literacies, and environmental literacies within the context of adult literacy education will be explored. Visual art is used to highlight key dimensions of transformative learning and multimodal literacies. In multimodal learning, written-linguistic modes of expression interact with oral, visual, audio, gestural, tactile and spatial patterns of meaning (Kalantzis and Cope, 2012). For example, visual literacies can encourage the exploration, analysis, interpretation, and expression of artistic forms that include painting, sculpture, collage, photography, graffiti art, mobile art installations, protest art, and film. Transformative learning and multimodal learning disrupt singular conceptions of literacy to enable multiple entry points (e.g., aesthetic, narrational, experiential, intrapersonal, etc.) for creative learning and multimodal literacy development.

As American teacher educators and teachers are being roiled by restrictive legislation around critical race theory and divisive concepts in some states, our investigation explored the impact of critical communities of practice (CoP) on redesigning and teaching introduction to education courses with a transformative lens. This manuscript details the collaboration of four equity-minded teacher educators, each representing unique institutional and political contexts. While two authors taught in states which promote culturally sustaining pedagogies, the other two authors taught in states that had passed laws restricting the professional autonomy of educators and honest discussions of race and racism. Participation in this critical CoP as a support group enabled us to better understand and navigate our dichotomous policy contexts and renewed our commitment to teaching prospective teachers to be politically conscious and empowered to teach in anti-racist ways. Our CoP was instrumental in helping us recognize that transformative pedagogies and collaboration are effective tools that can provide much needed support to teacher educators across policy contexts, while we simultaneously strive to prepare teacher candidates who will teach in culturally sustaining ways.

The main concern of this article is to introduce the concept of the authentic gesture as a vital, largely self-determined expression of the child and to make it fruitful for art education. Because of the assumed educational importance of the concept, some hints to other learning areas will also be given. This should be done from a historical and systematic perspective against the background of relevant literature, above all the German-language literature and some other important voices, in which a number of further leading ideas can be found and discussed. Explicated in this way, the concept at issue leads to the question of the unknown per se, to which art education and education in general should open itself. This means that education opens up to something that, in its material and/or social form, evades a final assessment. Something enigmatic thus comes into view, because the unknown, by definition, is beyond exact description and extern evaluation. However, in and for the modern world, it can be paraphrased with a secular approach of transcendence as an inner-psychic space which is withdrawn from instrumental intervention including educational intervention and which must be protected at all costs as a central condition of freedom and human dignity.

The demand for solidarity is made today by different social actors, e.g., from politics, religion or philosophy. Especially in the context of climate change and its social and ecological consequences, the demand for solidarity plays a major role. It is often referred to as the climate justice crisis. Therefore, solidarity can also be understood as a goal of education for sustainable development (ESD). In this context, ESD, which also sees itself as a concept of transformational education, prefers above all elements of a disruptive pedagogy through which students are to be led to new perspectives- for example, to solidarity with the victims of the consequences of climate change. The article takes up this concern of ESD, but would like to look at the educational goal of solidarity from the perspective of a responsive pedagogy. The starting point for this would not be the goals of ESD in the first place, but the needs of children and young people, as Ehrenhard Skiera has highlighted them in the context of his responsive pedagogy. Against this background, the article asks about the possibilities and preconditions for learning processes based on solidarity.

Culturally and historically sensitive material and highly diverse student bodies challenge educators in the higher education classroom. Transformative and empowering pedagogies address how different types of learners may experience sensitive material. Critical pedagogies of care create supportive educational environments, compassionate teaching practices, and empower students through diversified content. Pedagogies of discomfort, a subset of pedagogies of care, push educators and students to leave their comfort zones, recognize the non-neutrality of educational processes, and confront the discomfort of challenging knowledge. When applied correctly, these pedagogies promote critical thinking and transformative action, and counter the neoliberal and white supremacist values that often exist within the classroom. Using around 1900 survey responses and 40 in-depth interviews with students and faculty, this research studies the question: to what extent are critical pedagogies of care enacted and experienced at a global liberal arts college in the Arabian Gulf?

Open educational resources (OER) are teaching and learning materials that are either in the public domain or published on an open licence which permits various forms of redistribution, reuse and repurposing. Many organisations and higher education institutions around the world are using such resources, and anecdotally many believe this is supporting innovations in practice. However, there is scant research into how such innovations should be understood or evaluated conceptually. In this paper, we present a conceptual framework that can describe and evaluate innovative practice as well as results from a study of 44 cases using this framework in the context of the ENCORE+ (European Network for Catalysing Open Resources in Education) project (2021-2023). This conceptual framework provides a rich qualitative description for instances of innovation which use OER. Our examples cover many countries, including Argentina, Australia, Canada, China, Colombia, UK, Germany, Greece, Hungary, India, Ireland, Kenya, the Netherlands, Norway, Scotland, Slovenia, South Africa, Spain, Taiwan, USA, and Zanzibar. The sample includes organisations of all sizes and maturities of implementation. This allowed us to differentiate OER value propositions for a range of stakeholders at different levels of maturity of OER use. We explore whether variables such as the size and maturity of an organisation influences innovation strategies and the perception of stakeholder relationships. Our data indicates four elements to the development of OER value propositions as innovation vectors. Firstly, OER value propositions tend to be transformative, and focused on modifying or redefining pedagogical activity. Secondly, they are practical, targeting users/providers and influencing behaviour in direct and achievable ways. Thirdly, OER users and advocates emphasise observability, simplicity and compatibility as key aspects for communicating OER value propositions. Fourthly, OER innovation is aspirational in that greater maturity of organisations using OER sees the OER value proposition widened to include more stakeholder types.

In this study, we explore the transformative impact of digital storytelling in education, with a focus on promoting global citizenship and sustainability awareness among students. We examine how digital storytelling platforms can enhance traditional literary curricula by fostering deeper cross-cultural understanding and engaging students with global sustainability challenges. We evaluate the effectiveness of digital narratives in increasing student engagement with literature while cultivating a sense of global responsibility and environmental stewardship. By enabling students to connect with diverse cultures and global issues through immersive and interactive storytelling, the research highlights the role of innovative educational strategies in aligning with the United Nations' Sustainable Development Goals. The findings provide valuable insights for educators and policymakers seeking to leverage digital technologies in fostering a globally aware and responsible generation, ultimately contributing to the discourse on the integration of technology in education. [The page range cited on the .pdf (p65-104) is incorrect. The correct page range is p86-104.]

Education for sustainability demands transformative knowledge, which can be obtained through problem-based, project-organized learning (PBL). However, the integration of PBL and sustainability in higher education has not yet met the needs required due to the lack of application of a systemic perspective and strategy. In this literature review, we present an overview of research trends being developed with PBL in education for sustainability and how PBL is being used to educate students for sustainability. The scientific production of the last 22 years is analyzed, and we verify that the use of PBL as a methodology for education in sustainability is a rather recent innovation, with an emphasis on the environmental dimension. Learning assessment methodologies are based on summative approaches using traditional methods like scoring tests. There is an explicit preference to integrate PBL and sustainability in undergraduate and graduate courses, mainly in engineering. We observe that most of the time, the subject of interdisciplinarity is not discussed. We concluded that there are a few concerns with research on education for sustainability using PBL. Although PBL proposes an innovative form of education, its implementation in education for sustainability has not been fully explored to its full potential, especially concerning the development of sustainability skills, transformative and holistic education, but rather as a form of content-based assessment.