This research on transformative learning (TL) in transnational higher education (TNHE) in China holds significant academic, theoretical, and practical value, addressing critical gaps in existing scholarship while advancing global understanding of cross-cultural educational dynamics. By centering the lived experiences of students, professors, and administrators within China’s TNHE landscape, the study adopts a culturally sensitive and contextually grounded approach to explore how diverse backgrounds, critical incidents, and disorienting dilemmas shape learning and institutional practices. Below are its key contributions and impacts:
1. Advancing Transformative Learning Theory
The research enriches TL theory by addressing its Western-centric limitations and expanding its applicability to non-Western contexts. By analyzing how Chinese stakeholders navigate cultural, pedagogical, and institutional challenges in TNHE, the study introduces new interpretations of TL that reflect localized experiences. This bridges a critical gap in TL scholarship, which has historically underrepresented Asian, African, and Latin American contexts. Furthermore, it shifts the focus from individual transformation—a dominant theme in the existing literature—to institutional and collective transformation, proposing a model grounded in complex adaptive systems. This reorientation responds to scholarly critiques of TL’s overemphasis on individualism and advances a framework for systemic change in global education.
2. Empirical and Methodological Innovation
Through qualitative research (e.g., interviews, forums, and self-reflections), the study generates novel empirical insights into TL's processes, barriers, and outcomes in China’s TNHE sector. By documenting how stakeholders reconcile cultural dissonance, adapt teaching practices, and develop intercultural competencies, the findings provide actionable data to enhance educational strategies. This evidence-based approach not only refines TL theory but also offers a replicable methodology for studying TL in diverse transnational settings.
3. Practical Implications for Global Education
The research equips educators, policymakers, and institutions with tools to foster inclusive, cross-cultural learning environments. By identifying effective interventions—such as reflective pedagogy, adaptive teaching methods, and collaborative international practices—the study supports the design of curricula and policies that align with the needs of globally mobile learners. These insights are particularly vital for China’s rapidly expanding TNHE sector, where cultural hybridity and academic integration remain pressing challenges.
4. Foundational Impact on Future Research
As one of the first comprehensive studies of TL in China’s TNHE context, this work establishes a benchmark for future inquiries. It highlights underexplored areas, such as the role of institutional leadership in TL and the interplay between national policies and global educational trends, thereby guiding subsequent research agendas. Its emphasis on collective and systemic transformation also opens new avenues for interdisciplinary studies linking education, sociology, and organizational theory.
Broader Significance
This research promotes a more equitable and pluralistic understanding of global higher education by situating TL within China's socio-cultural and educational ecosystem. It challenges Eurocentric assumptions in educational theory, advocates for culturally responsive pedagogies, and underscores the urgency of fostering institutional adaptability in an increasingly interconnected world. Ultimately, the study contributes to building inclusive, transformative educational systems that empower individuals and institutions to navigate cross-cultural complexities and drive sustainable global collaboration.