Transformative learning in the PGDHE programmme at one university of technology in South Africa

Kholeka C. Moloi; Anthony K. Isabirye; Ramoshweu S. Lebelo

doi:10.31893/multiscience.2025450

Keywords:

transformative learning

postgraduate diploma education

regenerative thinking

interpretive critical pedagogy

post-colonial epistemology

multi-disciplinarity

Abstract

This study examines the transformative learning experiences of academics enrolled in the Postgraduate Diploma in Higher Education (PGDHE) programme at one University of Technology in South Africa. The study utilised a qualitative research methodology, and data was gathered via comprehensive interviews with 15 participants, identified as P1 to P15, and subsequently categorised. The data underwent theme analysis utilising the techniques of qualitative research. The results unveiled five primary themes that encapsulated the participants' experiences: changes in viewpoints, advancement in skills and knowledge, overcoming obstacles and hurdles, promoting introspective habits, and engaging in cooperative learning and community of practice. The study revealed that the PGDHE programme enabled a profound and meaningful learning experience for the participants, resulting in substantial changes in their viewpoints, professional advancement, and the cultivation of introspective methods. In addition, the programme facilitated collaborative learning and the establishment of a community of practice (COP) which assisted the participants in overcoming the difficulties and obstacles they faced. The study offers unique insights into the transformative learning experiences of academics in a postgraduate teaching qualification programme. The findings have implications for how such programmes in higher education should be designed and delivered.
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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

How to cite

Moloi, K. C., Isabirye, A. K., & Lebelo, R. S. (2025). Transformative learning in the PGDHE programmme at one university of technology in South Africa. Multidisciplinary Science Journal, 7(9), 2025450. https://doi.org/10.31893/multiscience.2025450

[1] Ajwa Writing Services. (2023). Postcolonial theory and global education: Decolonizing pedagogy. Recuperado de https://ajwadigitalwritingagency.medium.com/postcolonial-theory-and-global-education-decolonizing-pedagogy-612e62b9cea

[2] Alam, A. (2022). Mapping a sustainable future through conceptualization of transformative learning framework, education for sustainable development, critical reflection, and responsible citizenship: An exploration of pedagogies for twenty-first century learning. ECS Transactions, 107(1), 9827.

[3] Balsiger, J., Forster, R., Mader, C., Nagel, U., Sironi, H., Wilhelm, S., & Zimmermann, A. B. (2017). Transformative learning and education for sustainable development. Gaia—Ecological Perspectives for Science and Society, 26(4), 357–359.

[4] Bell, R., & Bell, H. (2020). Applying educational theory to develop a framework to support the delivery of experiential entrepreneurship education. Journal of Small Business and Enterprise Development, 27(6), 987-1004.

[5] Bereketeab, R. (2020). Education as an instrument of nation‐building in postcolonial Africa. Studies in Ethnicity and Nationalism, 20(1), 71-90.

[6] Bilbao, N., López de la Serna, A., Tejada, E., & Romero, A. (2021). Analysis of learning styles (Kolb) in students of the degrees in early childhood education and primary education within the faculty of education. TEM Journal, 10(2).

[7] Blackburn Miller, J. (2020). Transformative learning and the arts: A literature review. Journal of Transformative Education, 18(4), 338-355.

[8] Bourn, D., & Soysal, N. (2021). Transformative learning and pedagogical approaches in education for sustainable development: Are initial teacher education programmes in England and Turkey ready for creating agents of change for sustainability? Sustainability, 13(16), 8973.

[9] Castañeda, M. (2008). Transformative learning through community engagement. Latino Studies, 6, 319-326.

[10] Christie, M., Carey, M., Robertson, A., & Grainger, P. (2015). Putting transformative learning theory into practice. Australian Journal of Adult Learning, 55(1), 9-30.

[11] Colomer, J., Serra, T., Cañabate, D., & Bubnys, R. (2020). Reflective learning in higher education: Active methodologies for transformative practices. Sustainability, 12(9), 3827.

[12] Council for Higher Education (CHE). (2021). Policy on articulation in higher education. Pretoria: Government Printer.

[13] Cranton, P. A. (2023). Transformative learning: A narrative. In Learning, design, and technology: An international compendium of theory, research, practice, and policy (pp. 1177-1189). Cham: Springer International Publishing.

[14] Creswell, J. W., & Poth, C. N. (2016). Qualitative inquiry and research design: Choosing among five approaches. Sage Publications.

[15] Braun, V., & Clarke, V. (2022). Conceptual and design thinking for thematic analysis. Qualitative Psychology, 9(1), 3.

[16] Darder, A., Hernandez, K., Lam, K. D., & Baltodano, M. (Eds.). (2023). The critical pedagogy reader. New York: Taylor & Francis Group.

[17] Devi, J. (2023). Breaking silos: Interdisciplinary education in the era of artificial intelligence. Journal of Environmental Sciences and Technology, 2(1), 184-190.

[18] Education for All. (2023). An education that unlocks everyone’s potential. Recuperado de https://atd-fourthworld.org

[19] Eschenbacher, S. (2020). Transformative learning and the hidden dynamics of transformation. Reflective Practice, 21(6), 759-772.

[20] Fleming, T. (2018). Mezirow and the theory of transformative learning. In Critical theory and transformative learning (pp.120-136). Recuperado de https://researchgate.net

[21] Freire, P. (2017). Pedagogy of the oppressed. South Africa: Penguin House.

[22] Friedman, J. (2022). How a new learning theory can benefit transformative learning research: Empirical hypotheses. Frontiers in Education, 7. Recuperado de https://www.frontiersin.org

[23] Gardner, P. (2021). Contemplative pedagogy: Fostering transformative learning in a critical service-learning course. Journal of Experiential Education, 44(2), 152-166.

[24] Giroux, H. A. (2006). Henry Giroux on critical pedagogy and the responsibilities of the public intellectual. In America on the Edge (pp. 3-20). New York: Palgrave Macmillan.

[25] Grøndahl Glavind, J., Montes De Oca, L., Pechmann, P., Brauner Sejersen, D., & Iskov, T. (2023). Student-centred learning and teaching: A systematic mapping review of empirical research. Journal of Further and Higher Education, 47(9), 1247-1261.

[26] Habermas, J. (1973). Theory and practice. Boston, MA: Beacon Press.

[27] Hoggan, C., & Kloubert, T. (2020). Transformative learning in theory and practice. Adult Education Quarterly, 70(3), 295-307.

[28] Hyde, B. (2021). Critical discourse and critical reflection in Mezirow’s theory of transformative learning: A dialectic between ontology and epistemology. Adult Education Quarterly, 71(4), 373-388.

[29] Jones, P. (2020). Critical transformative learning and social work education: Jack Mezirow’s transformative learning theory. In The Routledge Handbook of Critical Pedagogies for Social Work (pp. 489-500). Routledge.

[30] Ko, M. J. (2020). Paulo Freire’s “Pedagogy of the Oppressed”: A manifesto on education and social change. Recuperado de https://medium.com/bits-and-behavior/paulo-freires-pedagogy-of-the-oppressed-a-manifesto-on-education-and-social-change-dbd63cd9fc17

[31] Krzyżanowski, M. (2016). Recontextualisation of neoliberalism and the increasingly conceptual nature of discourse: Challenges for critical discourse studies. Discourse & Society, 27(3), 308-321.

[32] Lodhi, I. (2021). Globalisation and public policy: Bridging the disciplinary and epistemological boundaries. Policy and Society, 40(4), 522-544.

[33] Long, E. M., & Gummelt, G. (2020). Experiential service learning: Building skills and sensitivity with Kolb’s learning theory. Gerontology & Geriatrics Education, 41(2), 219-232.

[34] Macrine, S. L. (Ed.). (2020). Critical pedagogy in uncertain times: Hope and possibilities. Cham: Springer Nature.

[35] Malese, M. (2017). Transformative learning, enactivism, and affectivity. Studies in Philosophy and Education, 36(2). Recuperado de https://researchgate.net

[36] Martin, F., & Griffiths, H. (2014). Relating to the ‘Other’: Transformative, intercultural learning in post-colonial contexts. Compare: A Journal of Comparative and International Education, 44(6), 938-959.

[37] McLaren, P. (2023). Critical pedagogy: A look at the major concepts. In The critical pedagogy reader. New York: Routledge.

[38] Mezirow, J. (2018). Transformative learning theory. In Contemporary Theories of Learning (pp. 114-128). Routledge.

[39] Millennium Development Goals (MDGs). (2000). Gavi. Recuperado de https://www.gavi.org/our-alliance/global-health-development/millennium-development-goals

[40] Mongia, P. (2021). Contemporary postcolonial theory: A reader. London: Routledge.

[41] Morreira, S., Luckett, K., Kumalo, S. H., & Ramgotra, M. (2020). Confronting the complexities of decolonising curricula and pedagogy in higher education. Third World Thematics: A TWQ Journal, 5(1-2), 1-18.

[42] National Plan for Higher Education in South Africa. (2001). Ministry of Education. Pretoria: Government Printer.

[43] Neergaard, H., Robinson, S., & Jones, S. (2021). Transformative learning in the entrepreneurship education process: The role of pedagogical nudging and reflection. International Journal of Entrepreneurial Behavior & Research, 27(1), 251-277.

[44] Nixon, J. (2012). Universities as communities of difference. Bordón, 6(3), 15–26.

[45] Nolan, A., & Molla, T. (2021). Building teacher professional capabilities through transformative learning. Asia-Pacific Journal of Teacher Education, 49(4), 450-465.

[46] O’Grady, M. (2021). Transformative learning in higher education for sustainable development: Lecturers’ experiences (Doctoral dissertation). National College of Ireland, Dublin.

[47] Republic of South Africa. (2023). Universities South Africa. Recuperado de https://usaf.ac.za

[48] Rodríguez, D. C., Jessani, N. S., Zunt, J., Ardila-Gómez, S., Muwanguzi, P. A., Atanga, S. N., ... & Nasuuna, E. (2021). Experiential learning and mentorship in global health leadership programs: Capturing lessons from across the globe. Annals of Global Health, 87(1), 61.

[49] Rojo, J., Ramjan, L., George, A., Hunt, L., Heaton, L., Kaur, A., & Salamonson, Y. (2023). Applying Mezirow's Transformative Learning Theory into nursing and health professional education programmes: A scoping review. Teaching and Learning in Nursing, 18(1), 63-71.

[50] Ruter, T. (2023). What is neoliberalism really? A global analysis of its real-world consequences for development, inequality, and democracy. Social Science Information, 62(3), 295-322.

[51] Schnepfleitner, F. M., & Ferreira, M. P. (2021). Transformative Learning Theory–Is it time to add a fourth core element? Journal of Educational Studies and Multidisciplinary Approaches, 1(1), 40-49.

[52] Seo, S., Van Orman, D., Beattie, M., Paxson, L., & Murray, J. (2023). Breaking down the silos: Student experience of transformative learning through interdisciplinary project-based learning (IPBL). Journal of Hospitality, Leisure, Sport & Tourism Education, 32, 100440.

[53] Singmaster, H. (2018). The importance of diverse perspectives and how to foster them. Recuperado de https://www.edweek.org

[54] Tsimane, T. A., & Downing, C. (2020). Transformative learning in nursing education: A concept analysis. International Journal of Nursing Sciences, 7(1), 91–98.

[55] Uddin, M. S. (2019). Critical pedagogy and its implication in the classroom. Journal of Underrepresented and Minority Progress, 3(2), 109-119.

[56] Viera, E. M. (2022). Critical pedagogy: 8 key concepts you need to know. Recuperado de https://www.dns-tvind.dk/critical-pedagogy/

[57] Weinberg, A. E., Trott, C. D., Wakefield, W., Merritt, E. G., & Archambault, L. (2020). Looking inward, outward, and forward: Exploring the process of transformative learning in teacher education for a sustainable future. Sustainability Science, 15, 1767-1787.

[58] Wijnen-Meijer, M., Brandhuber, T., Schneider, A., & Berberat, P. O. (2022). Implementing Kolb's experiential learning cycle by linking real experience, case-based discussion, and simulation. Journal of Medical Education and Curricular Development, 9, 23821205221091511.

Abstract

References

How to cite