Yulu Hou
There is growing interest in decolonizing higher and adult education, yet translating decolonial principles into practice remains challenging, especially in online programs. This case study examines how decolonial praxis took shape in a fully online master’s program in the United States. Drawing on program documents and practitioner field observations, the study analyzes shifts in curriculum, pedagogy, and temporality. The findings show that small, gradual changes helped diversify epistemic sources, strengthen relational and multimodal teaching practices, and introduce more flexible approaches to time. These efforts broadened what counts as legitimate knowledge, participation, and progress in graduate learning. The study also identifies tensions, including uneven implementation and institutional pressures related to rigor, workload, and time. The article argues that decolonial praxis can extend Transformative Learning by shifting focus from individual cognitive change to collective, relational, and temporal dimensions. Implications are offered for educators and programs seeking pluralistic models of online adult education.