In our fragmented reality due to fast-paced technological, social and environmental changes, the capacity for adults to strengthen their position in society and on the labour market has become characterised by the ability whether they can adapt to new realities and engage deeply with their learning. Adults may too often find themselves in the need to re-invent themselves which can surface a number of profound questions about their identity and self-perception. Such questions can be: “Who do I want to become?” or “How will a specific learning program change the way I see things?”
Transformative learning offers a lens through which learners as well as adult education professionals, policy makers and trainers can think about not just acquiring skills, but changing perspectives and forming identity. For our community on EPALE, this concept provides a powerful foundation for designing learning that goes beyond the transactional and supports meaningful, long-term growth when we ask the question: What are we teaching for? or Who do we want our learners to become?
Why the focus on transformation?
Originally developed by Jack Mezirow, transformative learning theory posits that adults possess “frames of reference” comprised of assumptions, values and habitual ways of interpreting experience. When individuals encounter a deeply touching dilemma, an event or experience that challenges these assumptions, they may engage in critical reflection, discourse, and take action to adopt a more inclusive, discriminating and integrative frame of meaning. Central dimensions include critical reflection, rational discourse and action. The outcome is often not just new knowledge, but a changed way of being in the world or perceiving themselves within their social network. For adult educators this means designing learning that invites reflection, challenge and personal agency.
In practice, transformative learning models have been used in adult education settings such as women re-entry programmes, workplace training, and community-based learning initiatives. For example, Mezirow’s early work with adult women returning to higher education illustrated how new experiences resulted in changed perspectives. In the workplace, transformative approaches might involve critically reflecting on one’s role, power relations or values, and then adopting new approaches. The key is that transformation is not a quick fix – it is a meaningful shift in how learners see themselves and their contexts.
How to go about it?
Looking at adult learning through the “transformative lens”, a question appears crystal clear: How can adult learning professionals create meaningful learning experiences for adults? The following quote sheds bright light on the importance of context, of frame of reference in this respect:
“To facilitate transformative learning, educators must help learners become aware and critical of their own and others’ assumptions. Learners need practice in recognizing frames of reference and using their imaginations to redefine problems from a different perspective. Finally, learners need to be assisted to participate effectively in discourse.”
Several EPALE online discussion and events have revealed the importance of finding learners in the context where they are as opposed to try to guide them “back to school” with all too rigid learning curriculum that does not speak to their real-life context. The following learning settings show interesting implications:
Learning on the job
Workplace adult learning is fundamentally shaped by the real skills needs of adults in work. As it starts from the tasks, tools and responsibilities that define daily job performance, work-based training is directly aligned with what learners must apply immediately. Evidence from OECD shows that adults are most motivated to learn when training is relevant to their role or supports adaptation to technological and organisational change.
Learning in the community
Community-based adult learning programmes are shaped directly by the skills adults need in their daily lives. Participation tends to increase when learning responds to real challenges, such as digital obstacles, language difficulties of refugees. Furthermore, libraries may offer low-threshold digital and media literacy support, whereas NGOs tailor programmes to vulnerable groups, focusing on basic skills, health literacy and other civic skills necessary for navigating every-day life.
What’s in it for us?
For the EPALE community transformative learning offers a strategic lens for designing programmes that do more than deliver skills. It invites us to ask: how do we enable learners to critically reflect on their situation, re-frame their assumptions, and take action? In adult basic skills, for instance, transformative learning might mean helping learners not just to read and write, but to find a way to re-invent their role in society. For workplaces, it could lead employers to support their workers to move from functional tasks to being innovators. By embedding transformative concepts, EPALE users can design learning pathways that are inclusive, future-oriented and personally empowering.
Transformative learning offers adult educators a framework for programmes that are deeply relevant, empowering and future-oriented. By focusing on how adults change their meaning-making frameworks (not just what they learn) we can design learning that supports quality jobs, democratic participation and personal growth.
In 2025 and beyond, as we integrate AI solutions, rethink learning environments and embrace non-traditional methods, the transformative lens may become a guiding principle.
