Transformative learning has become one of the most important learning theories in the context of Education for Sustainable Development (ESD) (i.e. Lotz-Sisitka et al. 2015, Rodríguez Aboytes/ Barth 2020). Based on the work of Jack Mezirow and rooted in humanistic approaches, social-constructivist learning theories and critical theory explain the shift of deeply hold assumptions following several phases of reflection and discourse. On the one hand, the potential of transformative learning theory is to zoom into the process-like phases of individual and collective engagement with sustainability issues (i.e. Pisters et al. 2020). On the other hand, it enables a focus on long neglected adult learning (and in particular continuing education) - in contrast to the learning of young people, who have emerged as the drivers of global sustainability efforts. A particular potential of transformative learning is that it can explain the self-regulated shift of meaning-perspectives in regard to sustainability issues within learning environments that are less structured and not obligatory, and characterized by their informal communication and exchange processes within groups of learners or community of practices (Singer-Brodowski 2023).

Transformative learning theory can also be used to explain inner resistances to change or disruptions especially when it comes to emotionally triggered hindrances to critical thinking (Mälkki 2019). For this reason, it is an insightful learning theory against the backdrop of the increasingly polarized debates about transformation paths towards sustainability, the multiple conflicting goals in the sustainability context, the systemic inertias that are rarely addressed in the context of ESD (Boström et al. 2018), and the permanent ambivalences that even sustainability-affine people face if they try to contribute or foster sustainability transitions. Nevertheless, especially the linkage between individual and collective learning processes are under-researched and the question arises how these learning processes can be arranged, if they are driven by the individual. To explore these issues the symposium will focus on the following main questions:

Which potential does transformative learning theory has to explain individual and collective learning trajectories?

How do other, long-standing educational theory traditions approach transformation processes and what can we learn from this?

Which educational formats are suitable to enable transformative learning within the context of sustainability?

How can transformative learning processes be measured and evaluated?

The symposium will integrate three research projects that are focusing on the above-mentioned questions in different ways. Paper 1 by Katrien van Poeck and Leif Östmann will present a transactional perspective on learning and introduce transactional analytical methodologies. They use the LESTRA project to deeper explore three core ideas in transactional learning theory: 1) the concept of transaction, 2) the phases of habit, crisis, and creativity, and 3) the interplay of continuity and transformation ‘in action’.

The second paper of Alexandra Reith and colleagues refers to the work at the International Academy for Environment and Sustainability (TES) of the Federal Environmental Agency of Germany, which aims at identifying and fostering professional competencies for sustainability within innovative workshop formats. The research project TESACADEV (Development of an Evaluation Concept for Supporting the Competencies of the TES Academy) supports this endeavor through screening adequate evaluation approaches.

The third paper by Lily Ann Wolff and colleagues sheds light on theoretical developments of Mezirow transformative learning theory. It highlights the connection to the concept of Bildung und discusses the role of transformative learning in sustainability transitions. It uses examples from the SveaSus project.

Boström, Magnus; Andersson, Erik; Berg, Monika; Gustafsson, Karin; Gustavsson, Eva; Hysing, Erik et al. (2018): Conditions for Transformative Learning for Sustainable Development: A Theoretical Review and Approach. Sustainability 10 (12), S. 4479. DOI: 10.3390/su10124479. Lotz-Sisitka, Heila; Wals, Arjen E. J.; Kronlid, David; McGarry, Dylan (2015): Transformative, transgressive social learning: rethinking higher education pedagogy in times of systemic global dysfunction. Current Opinion in Environmental Sustainability 16, S. 73-80. DOI: 10.1016/j.cosust.2015.07.018. Mälkki, Kaisu (2019): Coming to Grips with Edge-Emotions: The Gateway to Critical Reflection and Transformative Learning. In: Ted Fleming, Alexis Kokkos und Fergal Finnegan (Hg.): European Perspectives on Transformation Theory. 1st ed. 2019. Cham: Springer International Publishing; Imprint Palgrave Macmillan, S. 59–73. Pisters, S. R.; Vihinen, H.; Figueiredo, E. (2020): Inner change and sustainability initiatives: exploring the narratives from eco-villagers through a place-based transformative learning approach. Sustainability Science 15 (2), S. 395–409. DOI: 10.1007/s11625-019-00775-9. Rodríguez Aboytes, Jorge Gustavo; Barth, Matthias (2020): Transformative learning in the field of sustainability: a systematic literature review (1999-2019). International Journal of Sustainability in Higher Education 21 (5), S. 993–1013. DOI: 10.1108/IJSHE-05-2019-0168. Singer-Brodowski, Mandy (2023): The potential of transformative learning for sustainability transitions: moving beyond formal learning environments. Environment, Development and Sustainability. DOI: 10.1007/s10668-022-02444-x.