Second-year Students’ Perceptions of Transformative Learning Experiences: A Case Study in One of the South African Universities

Abstract

This study investigates transformative learning experiences among second-year students pursuing a Bachelor of Education in the foundation phase, drawing on Mezirow’s Transformative Learning Theory. Transformative events can profoundly impact students, reshaping their perceptions of the world and self-concept. Collaborative learning and enhanced student engagement can result from these experiences. Employing interpretive research paradigm and qualitative case study design, this research interviewed 14 out of 86 second-year students, utilizing convenient sampling based on proximity. Face-to-face semi-structured interviews gathered data, which underwent content analysis and thematic categorization. The findings revealed significant social integration barriers hindering transformative learning at a South African university. The study recommends that the university allocate resources, equipment, and pre-service training to equip instructors with the skills necessary to address these challenges. This approach ensures that students are well-informed about the campus’s available amenities and how to access them. In conclusion, study underscores the potential for transformative learning experiences in the context of second-year students pursuing a Bachelor of Education in the foundation phase. By providing resources, training, and support, educational institutions can better facilitate the process of transformative learning, enriching students’ educational journeys and their ability to engage with the world in a profound and reflective manner.

1. Introduction

Transformative learning experiences can be a powerful tool for personal and academic growth among university students. Such experiences may challenge students’ existing beliefs and values, broaden their perspectives, and encourage critical thinking and self-reflection. However, there is still much to be learned about how transformative learning occurs in a university setting, particularly in South Africa where the educational landscape is complex and diverse. A study by two scholars [1] found that university students who engaged in transformative learning experiences demonstrated higher levels of academic achievement than those who did not. Transformative learning experiences can take many forms, such as study abroad programs, community service projects, experiential learning opportunities, and interdisciplinary courses. These experiences often involve exposure to diverse cultures, ideas, and perspectives, which can challenge students’ preconceptions and promote personal and academic growth. Sagala and Mtsolongo [2] discussed the importance of transformative learning in their study by highlighting how it has become a popular approach to adult education over the past few decades. They noted that transformative learning involves a deep and fundamental shift in individuals’ worldviews, and that it can lead to significant changes in their personal and professional lives and discussed the potential benefits of transformative learning, such as increased critical thinking skills, improved decision-making, and enhanced motivation and engagement in learning. Sagala and Mtsolongo [2] emphasized the need for further research on transformative learning, particularly in non-Western contexts, to better understand its impact on diverse populations. Winkler and Rybnikova [3] extended the research on transformative learning by examining the role of growth mindset in the relationship between transformative learning and academic engagement. Winkler and Rybnikova [3] They argued that growth mindset, or the belief that abilities and intelligence can be developed through effort and persistence, may be a key factor in promoting academic engagement among individuals who have undergone transformative learning experiences. Students may be affected by transformative events on various levels, which may change how they perceive the world and how they understand themselves. Collaborative learning and student achievement were possible outcomes of transformative learning for example in a study on transformative learning in an undergraduate psychology course, Lee [4] found that students reported increased self-awareness, empathy, and critical thinking skills because of their participation in the course. Transformative learning often leads to a deep change the thoughts, feelings, perspective, convictions, or behaviors of a person [5]. This is caused by the fact that it facilitates a radical change of consciousness that permanently changes people’s world view. In students, it also leads to a paradigm shift that has direct impact on future experiences. Several recent studies have explored the role of transformative learning experiences in higher education. For example, a study by Hatch [6] examined the impact of transformative learning experiences on students’ civic engagement and social responsibility. Coombs [5] They found that students who participated in transformative learning experiences were more likely to engage in pro-social behaviors and take action to promote social justice. Bierema [7] conducted a study exploring students’ perceptions of transformative learning experiences in a community college setting. They found that students’ experiences of transformative learning were characterized by several key themes, including personal growth and development, critical thinking, and increased self-awareness. In particular, the authors noted that students reported a sense of personal growth and development, which they described as feeling “more confident, self-aware, and empowered” [7]. This growth was often linked to students’ experiences of overcoming personal challenges or obstacles and developing a greater sense of resilience. Another study by Hun Lim and Kim [8] investigated the impact of transformative learning experiences on students’ employability skills. They found that students who participated in such experiences developed a range of transferable skills, including communication, problem-solving, and teamwork, that were highly valued by employers. In the South African context, transformative learning experiences may be particularly important given the country’s complex and diverse educational landscape. A recent study by Du Plessis [9] explored the role of transformative learning in promoting social justice and inclusion in South African higher education. They found that transformative learning experiences can help to challenge dominant power structures and promote more inclusive and equitable educational practices. Overall, these studies suggest that transformative learning experiences can have a significant impact on students’ personal and academic development, as well as their engagement with wider societal issues.

In the context of education and personal development, the researcher describes transformative learning experiences and cognitive learning as two separate but related concepts. He also mentions the experiences that lead to significant changes in a person’s beliefs, perspectives, and sense of self, frequently sparked by critical reflection on their prior knowledge and experiences [10]. These experiences affect not just a person’s intellect but also their emotions and values, causing a fundamental shift in how they see the world and themselves. Therefore, cognitive learning is more about the acquisition and enhancement of cognitive abilities, which can also play a crucial role in transformative learning. Based on cognitive and metacognitive skills grow over time according to the amount of work a person puts in, it is important to note that some cognitive abilities, such as attention and working memory, appear to be superior to others because they function both as cognitive and metacognitive skills, impacting how the pillars, and particularly higher mental ability’s function. Further research is needed to explore the specific factors that contribute to the success of such experiences in different contexts, including South Africa.

2. Theoretical framework

This study used Mezirow’s ten-phase Transformative Learning Theory to comprehend and analyze the second-year students’ impressions of transformative learning. According to [11], transformative learning involves a process of critical reflection and self-examination that results in new perspectives, beliefs, and attitudes. Mezirow [11] believed that for adults to engage in transformative learning, they need to undergo a disorienting dilemma, or a situation that challenges their personal world view. It pairs a constructivist learning perspective the idea that meaning is constructed from experience and internal understanding with the importance of communication and reflection. In order to facilitate transformative learning experiences, educators should create safe environments for students to share their perspectives on the material, design engaging ways of presenting information so that students can construct their own meaning, such as by role plays, simulations, case studies, encourage students to discuss the material presented with each other and provide a platform for reflection, including space to explore any changes to their original perspectives. Transformative learning experiences are increasingly recognized as a key aspect of higher education, with the potential to positively impact students’ personal and academic development. The context was characterized by a complex and diverse educational landscape, which may have implications for the nature and outcomes of transformative learning experiences.

3. Objectives

The study aims to gain insights into how students perceive transformative learning experiences and the ways in which these experiences have influenced their beliefs, attitudes, and perspectives. To explore the experiences of second-year students in a South African university who have participated in transformative learning experiences, investigate how these experiences have influenced students’ personal and academic growth, including their beliefs, attitudes, and perspectives. And to understand the factors that contribute to the success or challenges of transformative learning experiences in the specific context of South African higher education.

4. Research methodology

The research design of the article “Second-year students’ perceptions of transformative learning experiences” was a case study design [12] that allowed for an in-depth exploration of a specific phenomenon (transformative learning experiences) within a particular context (second- year students) [10]. According to Yin [12], a case study design is appropriate when the research question focuses on understanding a specific phenomenon in its real-life context. In this study, the research question was focused on understanding the transformative learning experiences of second-year students in their specific context. Therefore, the case study design was an appropriate choice for this study. The study used convenient sampling based on proximity to the researchers. Out of 86 second-year students, 14 students were interviewed [13]. The researchers chose this sampling method because it allowed them to select participants who were readily available and willing to participate in the study. However, this sampling method may have limitations in terms of generalizability of the findings to other contexts. Overall, the case study design provided a suitable approach for the researchers to gain an in-depth understanding of the transformative learning experiences of second-year students. The use of convenient sampling allowed for the selection of participants who were easily accessible and willing to participate in the study.

5. Sampling

The sampling method used in this study was convenient sampling. This method involves selecting participants based on their availability and willingness to participate in the study. In this case, the researchers chose participants based on their proximity to them. This sampling method is often used in qualitative research because it allows for easy access to participants and can save time and resources. However, it is important to note that convenient sampling may not be representative of the larger population and may introduce bias into the study. The participants in this study may not be representative of all second-year students, and the findings may not be generalizable to other contexts or populations. Out of the 86 second-year students, 14 students were interviewed. The sample size for qualitative research is often small because the focus is on in-depth exploration of participants’ experiences rather than statistical analysis. The sample size for qualitative research is often determined by data saturation, which occurs when no new themes or insights emerge from additional interviews or data collection. In this study, the researchers may have determined that 14 interviews were sufficient to achieve data saturation and to gain a rich understanding of the participants’ experiences and perceptions of transformative learning. Overall, while the convenient sampling method and small sample size may limit the generalizability of the findings, they do not necessarily invalidate the study’s findings or conclusions. The results of the study should be interpreted within the context of the specific sample and setting. The researcher selected students that who had the longest time period after high school before joining teacher training. This long waiting period would probably help them explain better whether or not they were vocationally interested or disinterested in teaching, and their experiences.

6. Trustworthiness and credibility

In qualitative research discourse, the term “trustworthiness” is often used instead of “validity” and “reliability” [14] to ensure rigor in this qualitative study needed to address the aspects of trustworthiness, namely credibility, transferability, dependability, and confirmability. According to Lincoln and Guba [14], credibility in qualitative research is determined by the extent to which the study accurately reflects the perspectives of the research participants. To ensure credibility in this study, employed multiple methods of data generation [12]. This approach, as noted by Moser et al. [15] allowed for the collection of more comprehensive and meaningful data compared to using only one method. The credibility of the study was increased by the researcher’s reflexivity and familiarity with the study location, as noted by Varpio et al. [16]. By engaging in a process of exchanging “analytical views” with the participants, the researcher was able to ensure that any misunderstandings or misinterpretations were identified and corrected during the transcription of interviews. This approach was particularly effective in the current study, as it allowed for a collaborative and reflective process that enhanced the credibility of the data collected.

7. Data collection instrument

In this study data gathered through semi-structured and were analyzed using content analysis. The researchers used a systematic approach to data analysis that involved coding and categorizing the data to enable thematic analysis [13]. In this study second-year students’ perceptions of transformative learning experiences data collection tools used to gather information about the participants’ experiences and perceptions. The interviews were guided by a set of open- ended questions that allowed participants to share their perspectives and experiences in their own words. Specifically, the researcher read through them multiple times to gain a deep understanding of the data. Then used open coding to identify recurring themes and patterns in the data, which further refined through axial coding and synthesized the themes and patterns to develop a comprehensive understanding.

7.1 Data collection procedure

Interviews took place at the participants’ respective university at the end of the second year, November 2022. With a sample technique that was most effective in addressing the research topic, participants in the study were found. Permission was acquired from both the students and the place where the research was done. According to [17] Creswell and Poth (2017), it was crucial to choose the information kind that would best address the study issue.15 The third phase is to create the instruments that will best collect the data and contribute to a thorough analysis and interpretation of the data. The data collection process was then divided into two stages while keeping ethical considerations for the study process in mind. To protect the anonymity of the students who participated in the research, they were assigned identifiers such as Student Participant One (SP1) through to Student Participant Twelve (SP12). This approach was used to ensure that their identities remained confidential while also making it easier for the researchers to track and analyze their responses consistently across the study.

8. Findings of the study

The findings of this research provide valuable information for lectures to better understand how to facilitate transformative learning experiences and promote meaningful learning outcomes among students in South Africa. The results showed that there are numerous distinct social integration barriers to transformational learning for second-year students at the preferred South African university.

The research was guided by the following question: What are the second-year students’ perceptions of transformative learning experiences?

It appears that many of the participants provided similar responses, which suggests that there may be common themes or patterns in their experiences or perceptions. This could provide valuable insights for researchers, as it may indicate areas for further investigation or potential interventions. However, it is important to note that each participant’s response is unique and reflects their individual experience, and thus it is important to analyze and interpret their responses in a nuanced and context-specific manner.

The students comment to the one-on-one interview about their experiences on transformative learning:

During one of my lectures, the Dean of students shared an inspiring story with us about a former high school student who became a lecturer and was now teaching alongside her. (SP3).

This experience had a significant impact on me and my perception of the teaching profession. It motivated me to pursue my training as a teacher and aspire to make a positive impact on future generations. (SP6).

I now see myself as a teacher and hope to have a similar influence on my students in the future. Overall, this experience has influenced me in a positive and uplifting way, and I am excited to continue on this path towards becoming a teacher. (SP1).

This suggests that their transformative learning experiences have not only impacted their personal growth but also inspired them to pursue careers that allow them to share their knowledge and make a positive impact on others. This aligns with the idea that transformative learning experiences can lead to changes in one’s values and beliefs and may ultimately shape their future goals and aspirations. It also highlights the potential long-term impact of such experiences beyond the immediate personal growth and development of the individual.

After attending a lecture on the attributes of a good teacher, I have developed a sense of pride in identifying with the teaching profession. The lecture highlighted the importance of teachers being morally upright, empathetic, and committed, among other attributes. (SP11).

I have come to value these qualities and believe that they are essential for a teacher to have a positive impact on their students. This experience has been transformative for me as it has changed my perception of what it means to be a teacher and the responsibilities that come with it. (SP12).

I am grateful for this learning experience and look forward to incorporating these attributes into my teaching practice in the future. (SP8).

Students highlighted the role that supportive individuals or experiences can play in helping students identify and pursue their career goals. Transformative learning experiences can serve as a catalyst for personal growth and self-discovery, but it may also require guidance and encouragement from others to help individuals recognize their potential and identify their passions. This further emphasizes the importance of creating a supportive and empowering learning environment that can help students identify their strengths and interests and encourage them to pursue careers that align with their values and goals.

Despite having many family members who are teachers, I realized during my recent learning experience that I had never been taught about the practical aspects of teaching, such as how to effectively deal with learners and create a positive learning environment for college or university student. (SP9).

In the case of the individual mentioned, it also highlighted the potential gaps in traditional educational experiences that may not fully prepare individuals for their chosen careers. Through transformative learning experiences, individuals may gain practical skills and knowledge that complement their existing theoretical understanding and help them succeed in their chosen fields. This underscores the importance of providing a well-rounded education that includes opportunities for experiential learning, mentorship, and practical application of knowledge. By doing so, individuals can develop a deeper understanding of their chosen professions and be better equipped to succeed in their future careers.

Amm, it was a new challenge for me as I had to learn about these aspects on my own. I also discovered that being a teacher requires a lot of work and effort beyond just imparting knowledge. (SP10).

This realization suggests that my experience has been one of transformative learning, where my existing beliefs, assumptions, and ways of thinking about teaching have been challenged and expanded. Through this process, I have gained a deeper understanding of the multifaceted nature of teaching, including the importance of fostering a supportive learning environment, adapting to diverse student needs, and engaging in ongoing reflection and professional development. Ultimately, this transformative learning experience has not only enhanced my teaching abilities but has also deepened my appreciation for the transformative power of education in shaping individuals and communities.

It involves creating a supportive and engaging environment that promotes learning and growth. This realization has been eye-opening and has given me a newfound appreciation for the hard work and dedication that goes into being an effective teacher. (SP4).

The response from the participant suggests that they have undergone a process of transformative learning, in which their existing beliefs and assumptions about teaching have been challenged and expanded. This process has led to a deeper understanding of the complex nature of teaching, including the importance of creating a supportive and engaging learning environment. The participant’s use of the phrase “eye-opening” suggests that this experience has been significant and has challenged their previous understanding of teaching. The participant also expresses a newfound appreciation for the hard work and dedication required to be an effective teacher. This suggests that the transformative learning experience has not only expanded their knowledge and skills but has also fostered a greater respect for the profession of teaching. Overall, the response indicates that the participant has undergone a positive learning experience that has enriched their understanding of teaching and its role in promoting learning and growth.

I am excited to continue learning and growing in my journey towards becoming a successful educator. (SP6).

The response from the participant suggests that they are enthusiastic and motivated about their journey towards becoming a successful educator. Their use of the word “excited” implies that they are looking forward to the learning opportunities and challenges that lie ahead. The phrase “continuing learning and growing” also indicates a willingness to embrace ongoing professional development and personal growth. The use of the term “successful educator” suggests that the participant has a clear goal in mind and is actively working towards achieving it. This goal-oriented mindset can be a powerful motivator for personal and professional growth, as it provides a sense of direction and purpose. Overall, the participant’s response reflects a positive and proactive attitude towards their development as an educator. They are open to new experiences and challenges and are eager to learn and grow in their role as an educator.

Transformative learning experiences can have a profound impact on students, challenging their existing beliefs and assumptions and expanding their understanding of the world around them. In a study on transformative learning in higher education, [11] defined transformative learning as “the process of using a prior interpretation to construe a new or revised interpretation of the meaning of one’s experience in order to guide future action”. Furthermore, students’ perceptions of transformative learning experiences are often positive. In a study on transformative learning in a teacher education program, Tisdell [18] found that students reported feeling more confident and competent as teachers because of their transformative learning experiences. 16 Students also reported feeling more engaged in the learning process and more connected to their peers and instructors. Overall, students’ perceptions of transformative learning experiences are largely positive and can lead to significant personal growth and development. By challenging existing beliefs and assumptions, transformative learning experiences can help students gain a deeper understanding of themselves and the world around them, ultimately guiding their future actions and behaviors. General, the expected results of the study contributed to a better understanding of the nature and impact of transformative learning experiences among second-year students in a South African university.

9. Discussions

This study highlighted the significance of transformational learning in promoting the academic and personal growth of second-year students. Transformational learning helps students develop important skills such as critical thinking, problem-solving, and self-awareness, which are crucial for their future success in both academic and professional settings. The impact of the South African context explores how the unique characteristics of South African higher education, such as diversity and access, may influence the nature and outcomes of transformative learning experiences. This includes the role of cultural and social factors in shaping students’ perceptions and experiences of transformative learning. The study has broader implications for future research on transformative learning experiences and included the need for further research to explore the effectiveness of specific teaching strategies and pedagogies in promoting transformative learning experiences among students. Transformative learning experiences involve a deep reevaluation of one’s beliefs and self-identity, often triggered by reflecting on past experiences. This reflection initiates cognitive processes like critical thinking and metacognition. In contrast, cognitive learning focuses on knowledge acquisition and intellectual skills, including memory and problem-solving. Cognitive skills facilitate the critical reflection central to transformative learning. In essence, transformative learning relies on cognitive processes like critical analysis and metacognition, demonstrating their intertwined relationship as cognitive learning plays a crucial role in the transformative learning process. The study has practical implications for educators on how to design and implement transformative learning experiences that meet the needs and expectations of second-year students.

10. Recommendations

Based on the students’ perceptions of transformative learning experiences, several recommendations were made. Institutions should provide a range of experiential learning opportunities such as internships, service learning, study abroad, and extracurricular activities to cater to the diverse needs and interests of students. On the side of supportive and empowering learning environment, Institutions should create an environment that fosters personal growth and self-discovery by providing mentorship, guidance, and support for students as they navigate their transformative learning experiences. Based on encouraging reflection and critical thinking, students reflect on their experiences and engage in critical thinking to deepen their understanding and promote personal growth. It was also recommended that curriculum must ensure that all students have the opportunity to engage in such experiences and benefit from their transformative potential. Institutions should evaluate and assess the impact of transformative learning experiences on students to determine their effectiveness and identify areas for improvement. Therefore, by implementing these recommendations, institutions can help students engage in transformative learning experiences that promote personal growth, enhance their academic and professional development, and prepare them for success in their chosen careers.

11. Conclusion

The study produced recommendations that universities should be provided with resources, equipment, and preservice training, provide potential instructors the abilities to enable them to cope with issues and ensured that students are informed of the fundamental services available on campus and how to use them. Through this study, it is expected that insights gained into how transformative learning experiences influence students’ beliefs, attitudes, and skills, and how educators can facilitate the experiences. The study expected to provide valuable insights into the importance of transformative learning experiences in promoting personal and academic growth among second-year students, the role of the lecturer in facilitating and the factors that contributed to the success or challenges that maybe encounter by the students.

Acknowledgments

My deepest gratitude goes to the interviewed participants (Walter Sisulu University Students) who were so willing to take part in this book chapter, spending their time to make this process a success. And I wish to thank my loving daughters Cebisa and Buqaqawuli for all their support and faith in everything I do.

Conflict of interest

The authors declare no conflict of interest.

Declarations

I declare that all the sources used or quoted have been indicated and acknowledged by means of complete references.