Transforming individuals, transforming relations: the contribution of transdisciplinary learning in shifting educational paradigms

There is a growing interest in transformative learning in higher education as it provides a unique lens for understanding how to prepare students to think creatively and act purposefully in shaping a more sustainable and equitable world. This study explores student experiences and perceptions of transformative learning within a four-year transdisciplinary combined degree in an Australian university. Drawing on Mezirow’s, Grund et al.’s, and Hoggan’s transformative learning frameworks, we analyse students’ written reflections and semi-structured interviews on their experiences of significant cognitive, emotional, relational, and worldview changes experienced during the course of their four-year study. Students reported a range of transformative experiences, including shifts in the formation of their identity, changes to frames of reference, enriched relationships and enhanced capabilities. The study contributes to higher education theory and practice in three key ways. First, it synthesises transformative learning frameworks that are most appropriate for higher education contexts. Second, it offers a conceptual framework for understanding the kinds of transformative learning experiences that support the development of purposeful careers and meaningful lives. Finally, it calls for stronger links between transformative learning and transdisciplinary concepts and practices in higher education.