Transformative Learning, as conceptualized by Dr Zam, is an innovative, holistic approach to education that aims to foster personal and professional growth by integrating principles from science, engineering, business, and personal development. This approach is designed to empower individuals to not only acquire knowledge but also to transform their perspectives, mindsets, and behaviors in ways that promote lifelong learning, adaptability, and overall well-being.
Scientific Principles: The foundation of Transformative Learning lies in the application of scientific principles to the learning process. This includes understanding how the brain works, the science of memory and recall, and the role of emotions in learning. It also involves leveraging data and analytics to personalize and optimize the learning experience (Mayer, 2008)1.
Engineering Mindset: An engineering mindset is about problem-solving, critical thinking, and systems thinking. In Transformative Learning, learners are encouraged to adopt this mindset, viewing challenges as opportunities for learning and growth. They learn to analyze systems, identify problems, and engineer effective solutions (Atman et al., 2007)2.
Business Acumen: In the modern world, having business acumen is crucial for professional success. Transformative Learning incorporates elements of business education, including entrepreneurship, leadership, strategic thinking, and financial literacy. This equips learners with the skills they need to succeed in the business world and fosters an entrepreneurial mindset (Andrew et al., 2008)3.
Personal Development: At the heart of Transformative Learning is the belief in the potential for personal growth and self-improvement. This involves teaching skills like emotional intelligence, resilience, mindfulness, and goal setting. It also includes fostering a growth mindset, where challenges are viewed as opportunities for learning and improvement (Dweck, 2006)4.
Holistic Well-being: Transformative Learning recognizes the importance of physical, mental, and emotional health in the learning process. It promotes practices that enhance well-being, such as regular physical exercise, stress management techniques, and healthy eating habits (Keyes, 2002)5.
Global Citizenship: In our interconnected world, Transformative Learning cultivates a sense of global citizenship. This involves teaching learners about global issues, cultural diversity, and social responsibility. It encourages learners to think globally and act locally, fostering a sense of responsibility towards the global community (Schattle, 2009)6.
This concept of Transformative Learning is designed to prepare individuals for the demands of the 21st century, equipping them with the knowledge, skills, and mindsets they need to thrive in a rapidly changing world. It’s about transforming learning from a passive process of information absorption to an active process of personal and professional transformation.
References
Mayer, R. E. (2008). Applying the science of learning: Evidence-based principles for the design of multimedia instruction. American Psychologist, 63(8), 760–769.
Atman, C. J., Adams, R. S., Cardella, M. E., Turns, J., Mosborg, S., & Saleem, J. (2007). Engineering design processes: A comparison of students and expert practitioners. Journal of Engineering Education, 96(4), 359-379.
Andrew, J., Manthorpe, J., & Watson, R. (2008). Graduate employability,’soft skills’ versus ‘hard’ business knowledge: A European study. Higher Education in Europe, 33(4), 411-422.
Dweck, C. S. (2006). Mindset: The new psychology of success. Random House Incorporated.
Keyes, C. L. (2002). The mental health continuum: From languishing to flourishing in life. Journal of health and social behavior, 207-222.
Schattle, H. (2009). Global citizenship in theory and practice. In The Handbook of Practice and Research in Study Abroad: Higher Education and the Quest for Global Citizenship. Routledge.
𝗖𝗼𝗻𝗻𝗲𝗰𝘁 𝘄𝗶𝘁𝗵 𝗨𝘀!
