Framework

Transformative learning, characterized by critical thinking and self-reflection, is pivotal in reshaping educational practices within Transnational Higher Education (TNHE). This theory underscores the necessity of critically examining the social, political, and economic contexts that influence education and society. The "What? So What? Now What?" Critical Reflection Model enhances critical thinking and self-reflection by guiding individuals through a structured, iterative inquiry process. In the "What?" stage, learners objectively describe an experience or event, fostering observational skills and factual analysis. The "So What?" phase encourages deeper engagement by prompting connections to personal values, societal contexts, or theoretical frameworks, thereby developing analytical and evaluative thinking. Finally, the "Now What?" stage drives forward-looking reflection, challenging individuals to synthesize insights into actionable plans, cultivating problem-solving and metacognitive awareness. This model, rooted in experiential learning theory, not only strengthens self-awareness but also bridges theory and practice, empowering learners to transform passive experiences into purposeful growth (Jacoby, 2014). By engaging in this critical examination, students can develop a more profound understanding of the complexities of globalization and their own roles within it, particularly in the context of TNHE operations (Mezirow, 1997). This process enhances their academic knowledge and prepares them to navigate and contribute to an increasingly interconnected world.

Instructors in TNHE settings are encouraged to adopt a facilitative approach, allowing students to discover and explore new perspectives for problem-solving independently. This method aligns with the principles of transformative learning, which emphasize the importance of fostering an environment where students can engage with diverse cultures and viewpoints. Such an approach is crucial for promoting inclusivity and understanding different cultures, which are essential components of TNHE (Taylor & Snyder, 2012).

All stakeholders involved in TNHE must be acutely aware of cultural differences in classroom organization and after-class activities. This sensitivity ensures that the educational environment supports the diverse needs of students, facilitating a more effective integration of transformative learning principles. When these elements are successfully integrated into the teaching and learning operations of TNHE, students can experience significant personal and cognitive transformations. These transformations are achieved through critical reflection and experiential learning, which are central to the transformative learning process (Taylor & Snyder, 2012).

Moreover, integrating transformative learning into TNHE can lead to behavioral changes, where students apply their new insights and understandings in practical, real-world contexts. This application of knowledge is crucial for realizing the full potential of transformative learning, as it bridges the gap between theory and practice (Stuckey et al., 2022). The transformative learning framework, therefore, provides a robust theoretical foundation for understanding how TNHE can be enhanced to promote meaningful educational experiences.

In conclusion, integrating transformative learning into TNHE operations offers a comprehensive approach to education that fosters critical thinking, cultural understanding, and facilitative teaching methods. By focusing on these elements, TNHE programs can lead to significant personal and cognitive growth, ultimately driving behavioral changes that benefit students and the broader educational community. This framework advances scholarly understanding and provides actionable strategies for improving the design and delivery of TNHE programs, ensuring they deliver real value to all stakeholders involved.

Reference:

Jacoby, B. (2014). Service-Learning Essentials: Questions, Answers, and Lessons Learned. Jossey-Bass.

Mezirow, J. (1997). Transformative learning: Theory to practice. New Directions for Adult & Continuing Education, 1997(74), 5. https://doi-org.library3.webster.edu/10.1002/ace.7401

Stuckey, H. L., M. Peyrot, R. Conway, and E. W. Taylor. 2022. “A

conceptual validation of transformative learning theory.” Social Science Quarterly 103:1459–1474. https://doi.org/10.1111/ssqu.13205

Taylor, E. W., and M. J. Snyder,.2012. “A Critical Review of Research on 

Transformative Learning Theory, 2006-2010.” In Handbook of Transformative Learning Theory: Theory, Research and Practice, edited by E. W. Taylor and P. A. Cranton, 37–55. San Francisco, CA: Jossey-B