Transformative Learning in the Field of Sustainability: A Systematic Literature Review (1999-2019)

Autor/inn/en	Rodríguez Aboytes, Jorge Gustavo; Barth, Matthias
Titel	Transformative Learning in the Field of Sustainability: A Systematic Literature Review (1999-2019)
Quelle	In: International Journal of Sustainability in Higher Education, 21 (2020) 5, S.993-1013 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-6370
DOI	10.1108/IJSHE-05-2019-0168
Schlagwörter	Transformative Learning; Sustainable Development; Environmental Education; Educational Research; Nonformal Education; Learning Theories; Informal Education; Teacher Education; Higher Education; Learning Processes; Socialization + Suchen Sie Ihr Suchwort? Pädagogische Transformation; Nachhaltige Entwicklung; Umweltbildung; Umwelterziehung; Umweltpädagogik; Bildungsforschung; Pädagogische Forschung; Non-formal education; Non formal education; Nichtformale Bildung; Learning theory; Lerntheorie; Informelle Bildung; Lehrerausbildung; Lehrerbildung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Learning process; Lernprozess; Socialisation; Sozialisation
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01