The potential of transformative learning for sustainability transitions: moving beyond formal learning environments

Transformative learning has become one of the most prominent learning theory in regard to sustainable development. It holds enormous potential for explaining and accompanying learning processes related to processes of transformation for sustainability, especially due to its emphasis on changing mean...

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Bibliographic Details
Published in:Environment, development and sustainability Vol. 27; no. 9; pp. 1 - 19
Main Author: Singer-Brodowski, Mandy
Format: Journal Article
Language:English
Published: Dordrecht Springer Netherlands 01.09.2025
Springer Nature B.V
Subjects:
Adult learning
Coercion
Cooperation
Critical thinking
Earth and Environmental Science
Ecology
Economic Geology
Economic Growth
Education
Emotions
Environment
Environmental Economics
Environmental Management
Informal education
Learning
Learning environment
Learning processes
Learning theories
Learning theory
Neurobiology
Organization development
Organizational learning
Roles
Social change
Sustainability
Sustainability transitions
Sustainable Development
Teachers
Theory
Transdisciplinary research
Transformation
Transformative learning
Transformative learning for Urban Sustainability
Organizational learning
Transdisciplinary research
Transformative learning
Sustainability transitions
ISSN:1573-2975, 1387-585X, 1573-2975
Online Access:Get full text
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Summary:Transformative learning has become one of the most prominent learning theory in regard to sustainable development. It holds enormous potential for explaining and accompanying learning processes related to processes of transformation for sustainability, especially due to its emphasis on changing meaning perspectives in discussions with others in spaces free of coercion. In addition, it inspires learners and educators to pay particular attention to emotional challenges when they engage in critical thinking. This theoretical paper explores the potential of transformative learning theory by examining informal learning environments where people do not explicitly intend to learn but learning happens en passant or incidentally. It shows the ability of transformative learning theory to explain what can happen on the level of individual learning, organizational learning, learning in multi-professional networks, and learning in transdisciplinary or transformative research cooperation processes. Based on this analysis, recommendations can be derived to stimulate, enable, and accompany transformative learning processes for sustainability.
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ISSN:1573-2975
1387-585X
1573-2975
DOI:10.1007/s10668-022-02444-x