Towards a Broader Mind for Students? Emergent Transformative Learning From a University-Based Course in the Netherlands

IF 0.8 Q3 EDUCATION & EDUCATIONAL RESEARCH

Journal of Transformative Education Pub Date : 2024-03-14 DOI:10.1177/15413446241234251

Frederique A. Demeijer, Marlies J. Visser, Eduardo Urias, Léa M. Darvey, Annemarie Horn, Marjolein B. M. Zweekhorst

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Abstract

To fulfil its third mission and equip students with the appropriate competencies to address complex societal issues, Vrije Universiteit Amsterdam (VU) offers undergraduates the chance to learn about issues that transcend the confines of their own discipline through the cross-disciplinary Broader Mind Course (BMC). This study investigates to what extent this 40-hour course may elicit transformative learning (TL) that can significantly trigger changes in students’ awareness, perspectives, and behaviour. We gathered and analysed qualitative data ( n = 41) to determine: 1) whether indications of emergent TL outcomes as proposed by Hoggan were visible in students’ accounts and 2) what structural and interpersonal elements either facilitated or impeded this learning process. Our findings show that activating, creative exercises, productive conflict in group discussions, psychological security, and sufficient time – which is particularly challenging for HEIs – are crucial elements for TL. Therefore, when designing for TL, higher education institutes (HEIs) should carefully consider these four aspects.

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让学生拥有更宽广的胸怀？荷兰大学课程中出现的变革性学习

阿姆斯特丹自由大学（VU）为了履行其第三项使命，使学生具备解决复杂社会问题的能力，通过跨学科的 "更广阔的思维课程"（BMC），为本科生提供了学习超越本学科范围的问题的机会。本研究探讨了这门 40 学时的课程在多大程度上可以引发变革性学习 (TL)，从而显著改变学生的意识、观点和行为。我们收集并分析了定性数据（n = 41），以确定1）在学生的叙述中是否可以看到霍根提出的变革性学习成果的迹象；2）哪些结构和人际因素促进或阻碍了这一学习过程。我们的研究结果表明，活跃的、创造性的练习、小组讨论中富有成效的冲突、心理安全感和充足的时间--这对高等院校来说尤其具有挑战性--是 TL 的关键要素。因此，高等教育机构（HEIs）在进行教学设计时，应仔细考虑这四个方面。

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来源期刊

Journal of Transformative Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.20

自引率

20.00%

发文量

期刊介绍： The Journal of Transformative Education (JTED) is a peer-reviewed, scholarly journal focused on advancing the understanding, practice, and experience of transformative education. The journal seeks to deliver high academic quality in an engaging, thought-provoking, participative, and reflexive discourse across the spectrum of issues which transformational education encompasses. Those issues include individual experience, educational and institutional processes, formal and informal purposes and venues for such education, and cultural issues such as accessibility and social context for transformative education.