Editorial: Transformative learning, teaching, and action in the most challenging times

Lili-Ann Wolff*, Kerry Shephard, Dina Zoe Belluigi, Pedro Vega-Marcote, Marco Rieckmann, Frode Skarstein, Saiki Lucy Cheah

*Corresponding author for this work

Research output: Contribution to journalEditorialpeer-review

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Abstract

This Research Topic invited articles on sustainability-related transformative learning, transformative teaching, and transformative actions or practices in the field of higher education. The focus was based on the proposition that classic models of education have not managed to deal with the complexity of current socio-environmental world problems. Therefore, sustainability education should offer learning settings and promote learning processes that enable learners to critically reflect on their attitudes, values, paradigms, and worldviews, which may lead to conceptual change and thus transformative learning (Sterling, 2011; Balsiger et al., 2017; Rieckmann, 2020).
Original languageEnglish
Article number1041914
Number of pages3
JournalFrontiers in Education
Volume7
Early online date13 Dec 2022
DOIs
Publication statusPublished - 13 Dec 2022

Keywords

  • transformative
  • learning
  • higher education
  • sustainability
  • sustainability education
  • sustainable development
  • critical reflection

ASJC Scopus subject areas

  • General Social Sciences

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