Implementation of Transformative Learning Theory in University Classrooms in Sindh: Teaching Practices and Student Learning Experiences

Abstract

This study examines the implementation of Transformative Learning Theory in university classrooms in Sindh, Pakistan, with a focus on the roles of faculty and learners in shaping teaching and learning experiences. Guided by Mezirow’s Transformative Learning Theory, the research explores how faculty use learner-centered and interactive pedagogies, and how learners experience perspective transformation through reflective and participatory classroom practices. A qualitative descriptive case study design was employed, using purposive sampling to select faculty and learners from public and private universities in Sindh. Data were collected through semi-structured interviews and analyzed thematically. The findings show that learners are mainly motivated by career advancement, professional growth, and personal development, but face challenges such as time management, financial constraints, and limited institutional flexibility. Faculty practices that include discussions, group work, and reflective activities were found to support learner engagement and critical thinking. The study concludes that transformative learning is partially implemented in university classrooms, depending on faculty teaching approaches and institutional conditions. It recommends promoting faculty training in andragogical methods and creating supportive learning environments to enhance transformative learning experiences.

Keywords: Transformative Learning Theory; Faculty; Learners; Higher Education; Andragogy; Reflective Learning; Teaching Practices; Sindh Universities; Qualitative Case Study

https://doi.org/10.5281/zenodo.19570697