This thesis investigates how transformative learning experiences are fostered within sustainable development-centered university programs, with a focus on the Swedish academic landscape. The study aims to contribute to the knowledge of effective educational strategies in sustainability education. The central research question is: How do sustainable development-centered university degree programs foster transformative learning? The theoretical framework integrates Jack Mezirow’s Transformative Learning Theory and Meyer and Land’s Threshold Concepts, providing a comprehensive understanding of how transformative learning can lead to profound shifts in students’ perspectives and behaviors. Methodologically, the study employs a qualitative multi-method approach, including a comparative analysis of syllabi from sustainable development-centered programs and thematic analysis of semi-structured interviews with educators and students. The empirical data reveals key themes such as critical reflection, interdisciplinary learning, ethical decision-making, and the role of disorienting dilemmas in fostering transformative learning. Key findings indicate that sustainable development-centered programs in Sweden effectively integrate transformative learning principles through diverse pedagogical approaches. These programs emphasize the importance of creating supportive learning environments, facilitating critical engagement with sustainability issues, and encouraging reflective practice. The study highlights that transformative learning is essential for developing agents of change to address complex sustainability challenges. The implications of this research are significant for higher education institutions aiming to enhance their sustainability curricula. The findings suggest that incorporating transformative learning frameworks into program design can significantly impact students’ ability to contribute to sustainable development. The study concludes with recommendations for future research, focusing on the need for ongoing support to maintain transformative changes in graduates’ perspectives and behaviors.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:mau-69346 |
| Date | January 2024 |
| Creators | Stiebe, Michael |
| Publisher | Malmö universitet, Centrum för akademiskt lärarskap (CAKL), Lucerne University of Applied Sciences and Arts; University of Basel |
| Source Sets | DiVA Archive at Upsalla University |
| Language | English |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
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