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This article examines the effects of technology in the field of education and management and focuses especially on the effects of technologies used in distance education activities on transformation processes. Based on research conducted, the article explains how technological developments affect education and management processes, according to the findings obtained as a result of the interviews. The technologies used in the digitalization processes of higher education institutions that provide distance education services and the effects of these technologies on the transformation processes were examined. How artificial intelligence, blockchain, metaverse, brain-computer interfaces and similar technologies can be used in education and organizational management processes and how this use affects management processes are discussed. Findings show that technological developments have profound effects on the processes in educational environments and transform management processes. As a result, the research emphasizes the need for further research and application to effectively use technologies such as artificial intelligence, blockchain, and metaverse in education and management processes. It is stated that advances in this field can cause significant transformations in education and management.

Implementation of online education pedagogy and practice has expanded rapidly at colleges and universities in recent years, most notably in response to COVID-19. This innovative teaching/learning modality provides benefits to both faculty and students through dynamic teaching/learning content, immense flexibility, and technological investments to support teaching and learning. Academic dishonesty in higher education is a persistent concern emphasized and extensively explored in traditional face-to-face courses, less so in online learning environments. The present work, drawing on a large sample of students and faculty (n=1,640) at a Midwestern university, employs an esurvey and both qualitative and quantitative responses on cheating behavior in the emergent area of online courses/online education. Results expose significant faculty and student disagreement and uncertainty about cheating behaviors in the online environment. Academic integrity is essential to fair and equitable high-quality higher education. The stakes are high to better understand the transformative shifts in academic dishonesty occurring in the online educational environment.

Psychological distance (PD) can be a barrier to how students perceive climate change impacts and severity. Localizing climate change using place-based approaches is one way instructors can structure their curricula to help combat students' PD, especially from a spatial and social viewpoint. We created a novel classroom intervention that incorporated elements of place-based education and the Teaching for Transformative Experiences in Science model that was designed to lower undergraduate biology students' spatial and social distance of climate change. Our research questions sought to determine whether students' PD changed following our intervention and whether variables beyond our intervention might have contributed to changes we identified. To measure the efficacy of our intervention, we administered a survey that contained several instruments to measure students' recognition and psychological distance of climate change pre- and post-intervention. We found that students' psychological distance to climate change decreased after participating in our classroom intervention. Additionally, course level was the only outside variable we identified as a predictor of students' post-activity scores. Participation in our activity lowered our students' spatial and social psychological distance, which could have impacts beyond the classroom as these students become the next generation of scientists and voters.

This paper examines how public education can ensure equity and diversity by clarifying the "democratic aspects" that can be captured through school-community collaborative activities in Japan and the U.S. As a result of comparison and analysis, it is indicated that in both Japan and the U.S., these activities are conducted in the context of streamlining educational administration. In addition, the participation in school management of diverse people such as local residents, parents, and children is promoted in order to grasp their needs and achieve deliberation on an equal footing. In contrast to Japan, however, these activities in the U.S. put importance on providing health and educational services to disadvantaged families and children. Furthermore, they aim to change not only schools but also communities. Therefore, this paper suggests that "democratic aspects" encompassed by collaborative activities have multiple layers: (1) "compensatory-type" (status-quo satisfaction -oriented democratic aspects), (2) "participatory-type" (deliberation-oriented democratic aspects), and (3) "transformative-type" (status-quo change-oriented democratic aspects). In order to guarantee equity of education that ensures fairness and inclusion to all children, this paper clarifies the importance of having both activities that distribute educational and welfare services on a curve to disadvantaged children and families (compensatory-type) and activities that involve children themselves in the practice, leading to the transformation and creation of the world (participatory and transformative type). The types of activities described above do not necessarily set the transformative-type as the ultimate goal. The three types interact together and pave the way toward a democratic and equitable education that is open to all and respects the voices of minorities.

As a major shift in education technologies, Adaptive Learning Systems (ALS) use artificial intelligence and similar technologies, adapting the lessons to the needs of individual students. Emphasizing transformative pedagogy and teaching strategies that transform the learners' cognitive and interactive patterns, this study presents a comprehensive bibliometric analysis of ASL. Contrary to conventional teaching methods, ALS alters dramatically the way students think and interact with their environment. This research has utilized an all-inclusive bibliometric analysis to analyze the evolution, trends, and themes in ALS by using an extensive set of data from the Web of Science (WoS) and Scopus. The primary objective of Bibliometric analysis is to map the development of ALS in teaching and learning while marking the important trends, models, and thematic priorities. The relevance of this research lies in its comprehensive analysis of the Adaptive Learning Systems (ALS) field through bibliometric methods, offering critical insights into the trends, key contributors, and thematic developments over time. The systematic evaluation enables the appraisal of the impact created by major contributors like authors, organizations, journals, etc. The study also examines, using the advanced data collection technique, influential articles, and publications that enormously contributed to shaping ALS. Similarly, it does the rating effectively upon evaluating the mutual relationships among important terms, concepts, and factors through co-references and co-occurrences. It highlights the increasing scholarly output and identifies key contributors and influential works, underscoring the growing recognition of ALS's importance due to technological advancements. The study's findings on global research contributions, thematic analyses, and collaboration networks offer new insights into the field's dynamics, setting a foundation for future research directions. To visually represent bibliometric data, web analytic tools are used, explaining intricate relationships and thematic clusters. Identifying the unexplored areas and discussing the practical implications of ASL development, research, and analysis of combined data taken from WoS and Scopus provides a unique perspective. Consequently, researchers, educators, policymakers, etc., get valuable insights that enable advancing and understanding the area. This bibliometric analysis will undoubtedly guide future research in the area of transformative pedagogy as it is the most sought-after method in understanding the scholarly landscape of ALS.

Background: A safe and inclusive indoor learning environment reflects different ways of knowing, actuality and thinking. In the Early Childhood Care and Education (ECCE) context, indoor learning areas influence the exploration of teaching and learning activities. Aim: This article explored rural ECCE teachers' experiences of creating indoor learning areas as required by the National Curriculum Framework (NCF) for children from birth to 4 years. Setting: Six purposively selected teachers from the three rural ECCE centres in KwaZulu-Natal province that transitioned to using the NCF participated in the study. Methods: A qualitative case study located within the interpretive paradigm was employed. Data that were inductively analysed were collected through semi-structured interviews with two teachers in each of the three centres. Transformative learning theory underpinned the study. Results: The study found that six teachers who desired to learn from each other engaged in a collaborative learning venture within their centres and complied with the NCF to create indoor learning areas in the interest of young children. Conclusion: The study argues that teachers shifted their insights from the challenges to achieving the objectives of the NCF. Thus, it questioned the assumption that rural teachers lack the knowledge to design learning areas. Contribution: Rural ECCE teachers are committed to learning for the development of young children.

Giving feedback to student writing is one of the writing teacher's most important tasks in the classroom. Writing teachers can use many forms of feedback, such as written feedback, teacher-student conferencing, peer feedback, or self-assessment. Additionally, the influx of technologies into writing classrooms allows teachers to use screencast video feedback when responding to student writing. In this article, two second-language writing teachers questioned their feedback practices when responding to students' texts. They implemented feedback innovation by using screencast video feedback in their classrooms to explore how their attempts to use video feedback affected their individual practices. The implementation of video feedback opened their eyes as writing teachers because of its multimodality. The innovative use of aural, visual, textual, and gestural modes enabled them to view feedback as a tool for improving and learning writing rather than solely correcting students' errors. This article provides ideas and suggestions for writing teachers interested in improving feedback practices with screencast video feedback.

This paper explores the experiences of six teacher learners and one teacher educator in a graduate course on aesthetic education at a Midwestern university in the U.S. Using collective autoethnography and arts-practice research, the researcher/participants examine how aesthetic experiences were activated in the learning environment and how this activation supported the development of transformational rethinking that led to the changing of formed habits of teaching. Findings reveal how aesthetic teacher education can be therapeutic, aid in building connections between the teacher and students (and among students), inspire wonder and discovery, facilitate the valuing and including of cultural and linguistic backgrounds of students, compel new perspectives, and promote attunement to process.

Drawing upon autoethnographic experience as a music educator, I make the assertion that transformative learning is particularly amplified in locations where a person encounters the unfamiliar, for those are often the precise places where an individual's habitus no longer holds efficacy. To build this argument, I propose that when inner consciousness intersects with place-shaping processes, transformative learning takes place in a connected, compassionate, and creative manner. I infuse this framework with Pierre Bourdieu's work on habitus, in which he suggests that inner consciousness shapes, and is shaped by, a person's social encounters. Thus, in this lived aesthetic inquiry, I propose that transformative learning has substantial intersectionality with socially constructed understandings of place.

This piece offers a conceptual framework for collective care as pedagogy in higher education, and a proposition of how to theorize its orientations within anticolonial and feminist work on affect in education. First, I spotlight work that helps to define collective care. Next, I call on the concept of affective individualism as a way to describe what is: the taken-for-granted affective governmentality (Zembylas, 2021) that shapes how we often come together in our classrooms. Finally, I ground collective care as pedagogy as the building of affective solidarity, an affective conceptual framework for what could be, grounded in the feminist work of Clare Hemmings (2012).

This article explores the multifaceted dimensions of Black Trans Education Spaces (BTES) within higher education, highlighting the unique experiences, challenges, and transformative potential of these spaces for Black transgender students. This article acknowledges that Black education spaces may perpetuate trans-antagonism due to a lack of awareness, understanding, or intentional inclusivity. Drawing from narratives of 20 Black transgender students both currently and formerly enrolled in U.S. colleges and universities, this research investigates the existence of BTES both within and outside traditional educational structures. Findings indicate five dimensions of BTES: community determination, community actualization, community efficacy, community sustainability, and community reliance. These dimensions encompass the empowerment, identity affirmation, and collective support that Black transgender students derive from BTES. The narratives reveal the capacity of BTES in meeting the basic needs of Black transgender students, providing and sustaining spaces for retreat and empowerment, and nurturing communities of care. The implications of these findings emphasize the importance of recognizing and honoring BTES, fostering greater solidarity, and addressing intersecting oppressions. While BTES play a crucial role in supporting these students, broader inclusivity and understanding are needed in all educational spaces to ensure that all Black transgender individuals can thrive within higher education.

Purpose: The paper shows the interpretive impact of different constructions of the point of view available to the reader/viewer in book and animated movie versions of a children's picture book, a novel for pre-adolescents/early teenagers, and a graphic novel for adolescents and adults. Design/Approach/Methods: Excerpts from book and animated movie versions of the same story are compared using multimodal analysis of interpersonal meaning to show how the reader/viewer is positioned in relation to the characters in each version, complemented by analyses of ideational meaning to show the effect of point of view on interpretive possibilities. Findings: Focusing mainly on multimodal construction of point of view, the analyses show how interpretive possibilities of ostensibly the same story are significantly reconfigured in animated adaptations compared with book versions even when the verbal narrative remains substantially unchanged. Originality/Value: The study shows that it is crucial to students' critical appreciation of, and their creative contribution to, their evolving digital literary culture that in this new era of educational technology, attention in literacy and literary education focuses on developing understandings of digital multimodal narrative art, and that animated movie adaptations are not presented pedagogically as isomorphic with, or simply adjunct to, corresponding book versions.

Academic advising is a proven high-impact practice, shown to have the potential to help increase students' prospects of academic success, increase their sense of belonging and integration at their institution of higher learning, and provide unique insights into the lived realities and experiences of higher education students. For this reason, advising can be seen as a transformative activity within the student support space in South African higher education institutions. As a practice and profession, advising has existed in the Global North (GN) for decades. However, in South Africa -- a developing country in the Global South (GS) -- academic advising remains a nascent field. Consequently, the overarching ideas that inform academic advising in the South African context (both theoretically and practically), tend to be drawn predominantly from the GN and more developed countries. The unchallenged acceptance and tacit dominance of theoretical perspectives and practices from these countries can be considered problematic. This is largely due to differences in the socioeconomic, cultural, and historical contexts of students attending university in GS countries like South Africa. This paper works towards developing a conceptual framework, informed by social realism, for analysing academic advising in GS contexts. It is the anticipated value of a GS framework for analysing the emergence of academic advising in South African and similar contexts that is the core contribution of the paper.

This article provides an analysis of how equitable, inclusive, and meaningful partnerships between the Global South and Global North, which have been characterized by challenges (Kumar 2019), can be established and enhanced by minimizing the power dynamics that undermine their intended goals. This article argues for a relook and disruption of the current models of partnerships and collaborations that have over the years not worked well for partners in the Global South by proposing a consideration and adoption of more responsive and mutually beneficial options through the ACE (Aware, Connect, Empower) principles. The ACE principles provide for new ways of action, including alternative strategies for equitable collaborations across cultures and regions. This includes the adoption of the African Ubuntu philosophy advocating for the creation of awareness amongst partners in collaboration with the need for transformations and empowerment to enable students to gain both intentional intercultural and international experiences. [Note: The publication year (2023) shown on the PDF is incorrect. The correct year of publication is 2024.]

The purpose of the study was to examine education doctoral student perspectives on their experience of enrolling in a fully online EdD program during a global pandemic and achieving career advancement during their enrollment through the lens of transformative learning theory. A qualitative study of 12 participants was conducted to examine in what ways the pandemic influenced their decision to enroll in an online doctorate program, in ways their thinking progressed throughout the program, and the factors affecting their decision to take on a career advancement while enrolled in the program. The findings indicate that there were elements of transformative learning that occurred for many of the participants. Faculty teaching in doctorate programs are encouraged to explore how they might foster transformative learning experiences for their students.

In a university course on the Zuni Pueblo in New Mexico, students engaged in a scaffolded inquiry project to consider connections between individual major areas of study or intended career paths and the Zuni Pueblo. Students completed project tasks prior to, during, and after the trip, and analyzed information gathered to answer their inquiry questions. Topics of interest were shared with the Zuni Tribal Council and a Zuni community partner for discussion and input. After completion, projects were shared with the class, the Tribal Council, a Zuni community partner, and the university community. This article will (1) explain the organization, pedagogy, and processes of implementation of such a scholarly project in an undergraduate service-learning, study-away, spring break course and trip and (2) share project outcomes, including student discoveries, in brief, to contribute to the sparse extant literature on the Zuni Pueblo, especially in contemporary Zuni and especially as relates to a variety of fields.

This current study measured the impact of a one-time semester-long course-based civic engagement activity on student learning and participant impact, particularly participants' willingness to engage in community dialogue and promote awareness of social justice issues within their communities. The service-learning project involved on-campus and online students from three criminal justice courses and a hybrid format event titled "Finding Common Ground: Social Justice Issues Surrounding Mental Health & Mental Illness & Disorders" at a Midwestern teaching institution. The two-hour event included roundtable discussions to promote open dialogue about mental health and mental health illness and disorders. Learning and self-impact were measured via self-constructed questions and the Civic Engagement Short Scale Plus (CES[superscript 2+]). Results indicated increased endorsement for community engagement and positive qualitative feedback on self-empowerment. The findings provide insights into the potential benefits of service-learning activities, such as mental health community roundtables, for fostering community dialogue, personal growth, and social justice activism. The insights gained from the current study can inform future planning and enhancement of civic engagement initiatives while also contributing to developing community-based education and outreach strategies.

This practice report describes a 12-week stand-alone course designed to address the challenges university students face in foreign language classes. Adopting principles of transformative language learning, course content, activities and resources were designed and implemented to dispel myths and preconceptions regarding language instruction, promote self-directed, independent learning, and raise awareness of the cognitive and socio-emotional processes involved in language learning. Students' feedback indicate that the course had a significant impact on their perceptions of adult language learning, their capacity to reflect on their use of strategies, and the importance of developing a plan to continue applying these new understandings in their academic pursuits. The course fostered a shift in students' perspective, from viewing themselves as passive recipients of 'language injections', to becoming self-directed, motivated, and independent learners.

This article explores how music and lyrics serve as modes of storytelling in the language classroom, integrating a multimodal approach and the World-Readiness Standards for Learning Languages. In the 'Sing My Story' project, language students creatively write their own lyrics, which are subsequently performed by either student musicians or target language-speaking musicians within the school community. This initiative encourages students at the Intermediate or Advanced proficiency levels to collaboratively produce a music album, creating narrative lyrics for existing songs. Through this project, students are provided with opportunities for meaningful language application, fostering creative and transformative language learning experiences.

Purpose: This research explores the pivotal role of educational research in supporting democratic civic education amid armed conflict. The study uses the recent experiences in Israel to examine how research can maintain democratic values and foster reconciliation during tumultuous times, aiming to illuminate the transformative capabilities of academic inquiry in crisis contexts. Approach: The research adopts a semi-empirical, exploratory design that evolved from ongoing events. Personal testimonies from a diverse group of seven students were analyzed for overarching theoretical themes. Findings: The analysis reveals that educational research during conflict may act as a critical, transformative tool, highlighting substantial challenges in maintaining civic engagement and democratic education. It underscores the dual role of research in understanding and actively addressing the complexities of armed conflict. Practical implications: The findings stress the need for educational public scholarship and international collaboration to support democratic education, highlighting the crucial role of researchers in shaping educational practices during crises.

This theoretical paper proposes to expand our understanding of 'confessions of racism' in the context of anti-racist education through the lens of 'affective governmentality'. Confessions of racism are admissions of racism or declarations of privilege that foreground self-criticism and self-purification. The notion of affective governmentality turns attention to how confessions of racism function to normalize psychologized, individualized and depoliticized understandings of racism. Rather than outrightly dismissing confessions of racism though, given their probable persistence in popular and education discourses, an attempt is made here to re-frame them in order to highlight structural racism and inspire transformative action. It is argued that this re-framing could provide students and educators engaged in anti-racist education with a more effective path ahead. The paper concludes by suggesting that confessions of racism are used pedagogically in the classroom to revitalize attention to structural racism and transformative action rather than to foreground self-criticism and self-purification.

Automated image analysis has received increasing attention in social scientific research, yet existing scholarship has mostly covered the application of supervised learning to classify images into predefined categories. This study focuses on the task of unsupervised image clustering, which aims to automatically discover categories from unlabelled image data. We first review the steps to perform image clustering and then focus on one key challenge in this task--finding intermediate representations of images. We present several methods of extracting intermediate image representations, including the bag-of-visual-words model, self-supervised learning, and transfer learning (in particular, feature extraction with pretrained models). We compare these methods using various visual datasets, including images related to protests in China from Weibo, images about climate change on Instagram, and profile images of the Russian Internet Research Agency on Twitter. In addition, we propose a systematic way to interpret and validate clustering solutions. Results show that transfer learning significantly outperforms the other methods. The dataset used in the pretrained model critically determines what categories the algorithms can discover.

In this conceptual article, we discuss the idea of students' epistemic agency as an overlooked link between assessment, knowledge and society. We transcend the contemporary discourses around assessment that focus on its authenticity and student-centredness and instead investigate assessment from the viewpoints of knowledge and knowing. This approach sees assessment as functioning not only as a promoter of student learning but also as a means to prepare students to be responsible graduates and citizens as epistemic agents. First, we adapt the theory of epistemic agency--that is, students' capability to agentically evaluate, produce, use and transform knowledge--by situating it within the specific context of assessment. Second, we suggest practice-oriented ideas for assessment and feedback design to nurture epistemic agency. Overall, we do not depict epistemic agency as yet another 'soft skill' in higher education but as a necessary focal point for assessment that aims to nurture a transformative relationship between students and knowledge. We suggest epistemic agency as a powerful concept in understanding and nurturing the three-way engagement between assessment, knowledge and society. This concept allows us to understand whether and how assessment shapes students as epistemic agents.

The 21st century's growing societal and environmental challenges are ubiquitous. The combination of knowledge, values, mindsets, and abilities needed to address these challenges requires educating society about the simultaneous pursuit of economic, environmental, and social goals as advocated by the United Nations' (UN) Sustainable Development Goals (SDGs). This research aims to review the academic literature on how Higher Education Institutions incorporate the SDGs into the marketing curriculum. In this regard, the expected outcome is to assist marketing academics in developing a curriculum aligned with the SDGs. An integrative literature review including 40 articles led to three core themes: Integration, Transformation, and Leadership. Building on these themes, the article contributes to marketing education through the 3Es framework (Engage, Expand, Enact) for embedding the SDGs in the marketing curriculum: "Engage" integrates sustainability knowledge into the existing marketing curriculum by fostering debates and reflection around the SDGs. "Expand" transforms values and attitudes among marketing students and staff using transformative and experiential pedagogical tools. This leads to "Enact" with leadership and partnerships within and outside the university, which leads to collaborative actions aligned with the SDGs.

The United Nations' Sustainable Development Goals (SDGs) provide a framework for building sustainable marketing strategies to improve social and natural environments. Marketing is a key factor for achieving SDG12, "Ensuring sustainable production and consumption patterns," and a new kind of marketing education is needed to engage and transform students accordingly. In a sustainable marketing class, we asked students to weave a rug from recycled clothes, then estimate its selling price, considering its production and environmental costs. This arts-and-crafts-based pedagogy gave students a deep understanding of the requirements of SDG12. It was engaging for students and highlighted the role marketing can play in raising willingness to pay higher prices for more sustainable products. In sum, this class achieved transformative sustainability learning in line with the Head, Hands, and Heart framework proposed by Sipos et al.

Transnational Education (TNE) has been a growing area of university business with a range of models developed to provide high quality educational products to partners across the world. However, given the changing geo-political environment, the continued rationale, efficacy, and legitimacy of current TNE partnership templates must be questioned. This paper therefore presents an alternative conceptualization to drive future work in this area, one which prioritizes the place of knowledge and transformational learning. I propose a new learning-based framework, the Epistemological Chain (EC), and describe how this can guide future TNE interactions and establish an alternative paradigm based upon cooperation and the co-creation of learning. Exemplars are provided that illustrate the extremes of the framework. The EC's future utility and application are then discussed with regard to TNE partnership design, operation, and evaluation. In summary the paper provides an original framework that places education firmly back at the heart of TNE.

In a world in need of profound change, the importance of "transformative education" is increasingly recognized. However, barriers abound in our Higher Education Institutions, including that educators often have little notion of "how" to make their teaching more transformative "in practice." This paper builds on our experience of developing a transformative learning intervention in the context of our sustainability education at Utrecht University. For this project, we designed a learning cycle consisting of seven steps, summarized as "excavate," "absorb," "experience," "observe," "deepen," "exchange," and "consolidate." We tested this seven-step learning journey in two Bachelor courses, using qualitative student evaluations (n = 305), and then substantiated it by drawing on the learning sciences literature. We conclude this cycle can help educators structure their teaching; include reflective, experiential, and interactive learning methodologies; and invite learners to systematically reflect on their change in meaning making, thereby supporting (transformative) education design in different contexts.

As future academics, Doctor of Philosophy (PhD) students are be expected to employ learning-centred approach as stated in the Paris Communique (2018) by the European ministers of education. The limited research available about doctoral students' conceptions indicates that they range from content- to learning-centred. Although a few studies explored the factors which prompt students' transformation of conceptions and approach, none specifically focused on PhD students. This comparative case study explored how PhD students describe the transformation in their teaching conceptions and approach towards learning-centredness, and the context surrounding it. The results indicated that participants described the transformation through the gaining of theoretical teaching-related knowledge, being related to dissatisfaction with their own teaching, the application of a learning-centred approach, and time. The teaching-learning context was described mostly as supportive but not always allowing the implementation of transformation. Results suggest that discourse is needed to facilitate critical reflection leading to transformative learning.

1. Who am I? 2. Where do I belong? 3. What am I called to? These three questions represent the narrative shifts that are the outcomes of the Identity/Belonging/Agency (IBA) transformative development framework. The IBA framework emerged from the author's critical reflections on fiction reading and dialogues in 12+ community conversations to explore everyday global African/Black experiences. It responds to the self-inquiry: "How do global Africans/Black peoples experience developmental transformation in the context of social marginality?" It conceptualizes that the key developmental tasks of global Africans/Black peoples lies in claiming identity through differentiation from dominant narratives of marginality, belonging through locating self-in-society and community, and agency through a focus on self-in-transcendence. The IBA framework is proposed as core to understanding how global Africans/Black peoples, and perhaps other socially constructed racialized groups, can choose to move from marginality to personal as well as social transformation through their agency.

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.

This study draws on research that investigated transformative learning with reference to complexity theories. It describes the use of dance-informed performative autoethnography employed to analyze and interpret participants' experience of crisis in research conducted within a disability service system in Italy during COVID-19 pandemic. Firstly, the use of this method of inquiry after the initial data collection was useful in deepening the crisis experience. Secondly, the representation of the data through dance performance fostered new interpretations of the crisis situation that further validated the presentation of the data and had the secondary advantage of reinterpreting the entire experience.

While transformative learning often leads to positive experiences, it can also be a complex, emotionally turbulent process. The process for some can represent a messy and emotionally chaotic journey, where learners may find themselves in conflict with their emotional comfort zones as they question belief systems, who they are, how they see the world, interpret what happens to them, and consider multiple points of view to verify one's truth and reality. This autoethnographic study focuses on a doctoral student's interactions with varied cognitive, sociocultural, and emotional challenges throughout their educational and personal experiences. This study integrates Transformative Learning Theory with Ivtzan et al.'s (2016) second wave "dark side" positive psychology, introducing a "dark side" perspective to transformative learning. This approach aims to deepen the understanding of the entire emotional experience and offers guidance for navigating the transformative learning process.

The increasing ubiquity of gamification in everyday life normalizes it as a motivational tool. While much scholarship supports gamification, labor sociologists have long problematized the phenomenon. In this mixed-methods action research study, we explore the results of gamifying a lesson on gamification in a sociology of work course. We designed two gamified activities with varying degrees of consent that followed a lesson on gamification and consent. Students rated how problematic a series of gamified work scenarios were before and after the intervention. Our quantitative data did not show a significant increase in students' ability to identify consent after the intervention, but we did discover that students took either an employee or employer's perspective in their rating justifications. Furthermore, these findings were gendered. This article highlights the need for a more critical take on gamification in the classroom. We conclude by suggesting ways practitioners can teach about gamification in other contexts.

Capacity building is ubiquitous in development and education discourse as a means of strengthening approaches to education, among other development goals. However, in crafting a new social contract for education founded in an ethic of care, reciprocity, and solidarity, we must not overlook the significant transformative potential of capacity building as education. This article makes a case for the rediscovery of the liberatory roots of capacity building and a renewed focus on its potential to transform, humanize, and actualize, as a vital aspect of lifelong and life-wide learning in organizational contexts. Taking civil society, and particularly nongovernmental organizations, as a point of focus, it expounds on the tendency towards a narrowing notion of capacity building in development and education practice and discourse, as well as ways forward to reimage capacity building as transformative and emancipatory education. The article poses that a new social contract for education provides a crucial and exciting opportunity to weave difference, dialogue, and justice into the fabric of capacity-building approaches, reframing capacity building not merely as a means to an end but as a vital and valuable form of education in itself, as practitioners, educators, policymakers, and organizations work and learn together to shape new shared futures.

This paper explores the extent to which our past and present knowledge can help us to be future-ready, and suggests a theoretical basis for future-readiness. Drawing on the thought of the Daoist philosopher Zhuangzi, it is argued that future-readiness is primarily about having an open and flexible mindset where one responds appropriately to emerging realities and challenges. Two salient key Daoist principles that underpin the notion of future-readiness are 'walking two roads' ("liang xing") and 'rightness of the present this' ("yin shi"). The former is about going beyond "shi/fei" distinctions -- 'this/right' versus 'not-this/wrong' -- to consider and harmonise alternatives to achieve the best possible outcome. The principle of 'rightness of the present this' refers to making the most appropriate response based on situational constraints. The major educational implications are a rejection of limiting teaching and learning to skills-centred education; an emphasis on unlearning; and the promotion of self-transformative education.

While scholars argue that school administrators should cultivate a culture of learning and efficacy among staff, little is known about how to develop learning leaders. This study investigated whether a principal preparation course that modeled a Professional Learning Community and utilized Powerful Learning Experiences (PLEs) could shift the mental models of aspiring leaders toward learning leadership. A qualitative analysis of weekly journal entries indicated that the course supported half of students in developing learning leadership values, one entered disequilibrium, and the others remained management oriented. We argue that developing learning leaders requires greater exposure to PLEs throughout their principal preparation.

Neoliberal practices such as managerialism and academic casualisation impact higher education systems globally. While these practices can constrain any curriculum aimed at enabling transformative learning, this paper shows that they place particular limitations on arts and humanities curricula intent on cultivating criticality and a sense of social responsibility. I draw on data from an English literature curriculum study at a mega distance education institution in South Africa and use Legitimation Code Theory to take a close-up look at how two neoliberal practices: managerialism and academic casualisation cause misalignments between the underpinning values of the curriculum and the kinds of pedagogic and formative assessment practices that are employed. I conclude that decisions regarding administration, enrolments and staffing based on neoliberal values can frustrate students' epistemological and ontological access to humanities disciplines and limit the potential of humanities curricula to offer a higher education in service of the social good.

Eighteen people from different countries sat in a circle of chairs in a room facing the Sea of Moyle, some having traveled far to reach Ballycastle, Northern Ireland, for a week of learning about skillful responses to conflict and living better together across differences. Addressing the group, which included the authors, was Colin Craig, founder of Dialogue for Peaceful Change Global, a method that supports the development of individual and group capacity to transform conflict. The group would look at conflict theory, their personal experiences with conflict, and conceptual frameworks and models that help locate and identify the drivers of conflict. The group would explore the roles of peace building and mediative behaviors in transforming conflict from something that destroys to something that strengthens. Finally, the authors would practice applying specific tools and mediative communication techniques in an intensive, coached role-play with scenarios based on real-world conflicts gathered from cultures and regions around the world. Trust is the glue that holds people together through challenging conversations and new shared learning. It can be built, sustained, and repaired over time, in part, through consistent, intentional acts such as sharing tea or coffee or in exchanging the stories of people's names.

In this paper, I explore the ways that educators can nurture transformative learning for adult students by engaging emotions, particularly shame. I discuss how shame mitigates adult student experiences, successes, and failures in higher education, and how a relational pedagogy of vulnerability can support adult learners. This approach not only helps adult learners but reifies liberatory education for students and teachers alike, challenging hegemonic norms in higher education that often limit and exclude adult learners.

This article aims to analyze discourse about professional development in preschool, represented by knowledge movements in meta-conversations about peer counseling. Empirically, this article presents a case study based on audio recordings of focus group discussions on peer counseling. The underlying study highlights findings in the form of various speech acts as markers for central discourse among preschool teachers. Habermas' theory of communicative action is used as a framework for analyzing the preschool teachers' statements, showing that the concepts of lifeworld and system are central in their discussions. The study highlights knowledge movements pertaining to learning and becoming part of the community, knowledge movements that threaten professional aspects, and dynamics between the participants' everyday lives and the system. Peer counseling in groups appears to be a crucial transformative learning activity in the preschool setting studied. The findings presented can contribute to bridging preschool teachers' everyday lives and the system they function within and can be used to improve the education of preschool teachers.

This study addresses the growing interest in transformative experiences in international academic tourism from a managerial and consumer perspective. While the managerial perspective focuses on delivering highly personalized experiences that profoundly impact each individual, the consumer perspective emphasizes inner transformation and personal growth. Despite recent developments in understanding transformative experiences, comprehensive empirical studies encompassing both consumer and managerial perspectives, as well as focusing on academic tourism remain limited. To fill this gap, the research conducted in-depth semi-structured interviews with international academic tourists, integrating both managerial and consumer perspectives. The study confirmed previously identified dimensions of transformative experiences and unveiled a novel facet related to intended achievements. Additionally, the findings corroborated that academic tourists undergo transformative experiences during their study abroad programs. This research contributes valuable insights to academia and the tourism industry, shedding light on the multifaceted nature of transformative experiences in the context of international academic tourism.

Service learning (SL) engages students in intentional, collaborative service experiences that promote civic citizenship. The COVID-19 pandemic forced traditional face-to-face SL courses to transition into virtual service learning (e-SL). This paper examines the academic and civic outcomes of an e-SL binational sustainable tourism course for undergraduate students. The course was designed to deliver disciplinary knowledge in sustainable tourism and transborder civic citizenship competencies in the following areas: 1) Ethos, 2) Literacy, 3) Inquiry, 4) Action, 5) Leadership, and 6) Partnership. A post-course student survey was deployed to assess student perspectives regarding the achievement of course outcomes. The findings revealed significant (positive) academic and civic transformations among the students due to the intentionality of the e-SL course design and implementation. Results indicate that e-SL in sustainable tourism education can be an effective pedagogy for inculcating civic learning, responsibility, and engagement among students and future professionals in the field of tourism.