Catalogue Search | MBRL
Are you sure you want to remove the book from the shelf?
{{itemTitle}}
14
result(s) for
"Transformative learning Europe."
Sort by:
Learning and transformative potential of citizen science
This paper critically analyses the transformative capacity of citizen science (CS), and in particular, the issue of learning in the context of CS. A narrative review focussed on CS and social learning literature was conducted collaboratively, followed by a case study review to evaluate learning aspects in fourteen CS projects from across the European Union. A template approach to explore learning arrangements in CS projects was used to explain how the desired changes can be achieved in a learning context offered by CS. Based on this assessment these are concluded that: 1) recent studies aiming to define CS for analytical purposes often fail to improve the clarity of conceptualisation 2) CS programmes may have transformative learning potential, especially contributing to the development of individual level skills, while such transformation is not necessarily occurring at organisational and institutional levels, 3) there is existing fair evidence on simple and visible learning outcomes, whereas the assessment of transformative effects of learning is often based on assumptions rather than empirical observation, 4) learning in CS is unanimously considered as important but in practice is often forgotten and rarely evaluated.
Journal Article
Preclinical Experiential Global Health Leads to Transformative Learning and Long‑term Impact
The Slemenda Scholars (SS) program at Indiana University School of Medicine offers preclinical students early exposure to global health through a summer program in collaboration with the Academic Model Providing Access to Healthcare (AMPATH). AMPATH Kenya is a 30‑year partnership between a consortium of US and European universities and Moi University in Kenya that provides sustainable, high‑quality care through medical education, clinical care, research, innovation, and community service. The positive impact of electives during medical students' clinical years is well documented, but the impact of quality, immersive learning in preclinical years has not previously been studied.
A cross‑sectional survey was administered to past participants of the SS program via e‑mails in 2023. Written narratives about the SS program by participants from 1998 to 2023 were evaluated using qualitative analytic methods. Narratives were obtained via internet search and compiled from open‑ended survey responses. Themes were generated on the basis of a constant comparative method using grounded theory and finalized through an iterative consensus process.
Surveys were distributed to 66 SS alumni. In total, 54 responses were received (81.8% response rate). After excluding incomplete responses, 45 were included in the final analyses (68.2%). Respondents indicated they learned more about themselves (mean 4.9; 5 = strongly agree), global health (mean 5), and medicine (4.9) through the SS program and developed skills, including cultural humility and personal resilience. A qualitative review of 50 narratives identified two major themes: impactful experiences and transformative learning.
Preclinical global health experiential learning opportunities are impactful and transformative. Immersive learning expands trainees' perspectives, promotes the development of relational skills with diverse colleagues, and fosters adaptability. Early, immersive global health exposure within the context of established institutional partnerships affirmed or informed a career addressing health disparities both locally and globally.
Journal Article
How Multilevel Societal Learning Processes Facilitate Transformative Change
Sustainable resources management requires a major transformation of existing resource governance and management systems. These have evolved over a long time under an unsustainable management paradigm, e.g., the transformation from the traditionally prevailing technocratic flood protection toward the holistic integrated flood management approach. We analyzed such transformative changes using three case studies in Europe with a long history of severe flooding: the Hungarian Tisza and the German and Dutch Rhine. A framework based on societal learning and on an evolutionary understanding of societal change was applied to identify drivers and barriers for change. Results confirmed the importance of informal learning and actor networks and their connection to formal policy processes. Enhancing a society’s capacity to adapt is a long-term process that evolves over decades, and in this case, was punctuated by disastrous flood events that promoted windows of opportunity for change.
Journal Article
Linguistically and Culturally Responsive Pedagogy for Sustainable Futures: Learning from a European Teacher Education Project
Commonalities between linguistically and culturally sensitive pedagogy (LCRP) and education for sustainable futures (ESF) suggest the benefits of connecting these transdisciplinary themes in teacher education. This paper reports on a qualitative study of how educators made sense of connections between LCRP and ESF as part of a European teacher education project, using secondary analysis of project evaluation data. The context for the study is the Erasmus + Teacher Academy Project ‘Teaching Sustainability’ (TAP-TS) (2022–2025), which aimed to develop the sustainability competences of student teachers, teachers, and teacher educators through the co-design of learning and teaching resources during online, hybrid, and face-to-face events as part of an international community of practice. Activities linking LCRP and ESF were presented and evaluated in four discrete teacher education courses, as part of TAP-TS. The study found that connections between LCRP and ESF were meaningful for educators but that this differed between individuals related to their personal and professional experience. The transdisciplinary and international nature of TAP-TS provided learning opportunities, but significant changes are likely to require sustained support for teachers in schools and as part of school communities.
Journal Article
Transformative Learning and Experience: Forging New Learning Links Between the Personal and Political
This paper explores experience that is both misconstrued and under theorized in adult education. Human experience is expressed in the public sphere as the motivation for social and political change. The connections among experience, the public sphere, and democracy are identified. The allies in exploring the role of experience in education are John Dewey and Jack Mezirow's transformation theory and their understanding is a basis for outlining a more critical theory-inspired understanding of education as the reconstruction of experience. The work of Oskar Negt on experience will be the starting point for engaging in re-thinking the role of experience in education. This will be the basis for exploring the transformation of experience as a way of better understanding aspects of Mezirow's theory of transformative learning. The author concludes with a brief presentation of sociological imagination as the key to developing a pedagogy of imagination and a pedagogy of the transformation of experience. Hannah Arendt's work provides a thread woven through the paper.
Journal Article
Envisioning Global Education in Rwanda: Contributions from Secondary School Teachers
Global education (GE) has become important in education due to heightened global interconnectedness and interdependence, with its incorporation into school materials aimed at preparing learners to navigate global challenges. In implementing GE, teachers are considered critical agents to transform normative GE into knowledge in classrooms. This study examines Rwandese teachers’ knowledge, awareness, and perceptions of challenges they face in implementing GE in schools. In a quantitative design, 208 teachers from 15 participating secondary schools completed a survey. The study findings reveal that the teachers had moderate to high levels of knowledge and awareness of global education, with most of the teachers recognising GE to be important in preparing learners for the future and stated the need to incorporate it within the curriculum in Rwanda. This study underscores the need for teacher training and professional development to enhance GE integration, and the provision of necessary resources and materials to enable the implementation of GE in schools in Rwanda.
Journal Article
German Students’ Perception of Bioeconomy – An Exploratory Study
In the present society, the concept of bioeconomy emerged due to the need for a sustainable and responsible change regarding the impact mitigation of several factors on the environment. The rising consumption and the resulting emission of pollutants are interconnected with both economic and population growth. Therefore, measures must be taken using new technologies and solutions, improvement of production methods and the necessary transformation of society through education. Several universities have aligned with the demands and needs of the present and future society regarding sustainability, called ‘transformative universities’. A high-quality education system is a prerequisite to sustainable and transformational efforts as well as transparent, participative processes and a close dialogue and cooperation between science, economy, politics and civil society.The purpose of this research is to bring more awareness, receptivity and responsiveness to the problems of society with a focus on bioeconomy.Therefore, this article is divided into three sections. The first part comprises a summary of bioeconomy related to education and the role of higher education institutions in societal transformation processes. The second part contains the quantitative and qualitative analysis and evaluation of the results of an explorative online survey about the perception of bioeconomy and sustainability of students exemplified by students from two German universities. The third part concludes the article with a summary of findings and prospects for further researches in this area.This research is useful especially for public and educational institutions, organisations that have a direct or indirect impact on the environment, and other stakeholders interested in environmental conservation.
Journal Article
The meaning of learning on the Camino de Santiago pilgrimage
The purpose of this study was to explore the lived experience of travellers on the Camino de Santiago in order to find out the pattern of their travel lived experience and the meaning of learning experience. For this purpose, eight Korean travellers were selected for the study; the study was performed using the hermeneutic phenomenological method. The findings are as follows: First, the pattern of lived experience -'the four Existentials, lived time, space, body and human relation'- on the Camino de Santiago was summarized into 'slow and composure', 'meditation and spirituality', 'companionship', and 'the dance of self-mortification through physical pain' in the four existential aspects of time, space, relationship, and body. Second, the lived experience of participants had profound meaning as a learning experience in terms of biographical learning, the theory of autopoiesis, and spiritual learning.
Journal Article
Education for sustainable development: current discourses and practices and their relevance to technology education
Technology education is a well-established field of knowledge whose applications have many ramifications. For example, technology education may be used as a tool in meeting the challenges of sustainable development. However, the usefulness of technology education to the sustainability debate as a whole and to education for sustainable development in particular, has largely been overlooked in the past. Indeed, there is a paucity of academic studies which examine the contribution technology education may provide to education for sustainable development. On the basis of the need to address this knowledge gap, this paper reviews the state of affairs in relation to education for sustainable development and considers its links and appropriateness to technology education. A further objective of this paper is to present examples of initiatives and existing practices around the world, drawing partly from the results of the 1st European Conference on Education for Sustainable Development held in Greece in October 2007, as well as from other initiatives undertaken in Europe and North America. Finally, some measures that may be adopted in order to enhance the contribution of technology education to education for sustainable development are outlined.
Journal Article