Journal of Transformative Praxis

Journal of Transformative Praxis, Volume 6, Issue 1, June 2025, 91-106, https://doi.org/10.51474/jrtp/16642

Online publication date: Jun 25, 2025

Publication date: Jun 30, 2025

Views: 627 | Downloads: 112

This self-study explores the learning experiences and transformative professional development of a management educator facilitating transformative learning theory in Nepalese undergraduate business education. The main purpose of this study is to creatively narrate, critically reflect, and constructively discuss my lived experiences as an educator who has set out on a transformative learning intervention with learning steps that facilitate and guide students through stages of (i) disorienting dilemma, (ii) critical reflection, (iii) dialogue and engagement, discussions, rational discourse, and engagement, and culminating in (iv) perspective transformation. Self-study research has been applied in this study to inquire into my own professional learning experiences and to generate experience-based knowledge. This study finds that the facilitation of each learning step enhances students' critical thinking, self-awareness, and real-world problem-solving skills. Similarly, evaluation of challenges encountered by the educator/researcher in these learning steps indicates that prevalent academic standards, existing pedagogical practices, and social and cultural variables affect undergraduate students' educational needs and expectations, as well as how and when they perceive their learning as transformative. Hence, before implementing transformative learning interventions into practice, academic institutions claiming to provide transformative education in Nepal must establish a realistic context-based educational framework. Furthermore, this study has generated pathways for educators in Nepal who teach business and management studies to implement instructional designs, pedagogical orientations, and learning methodologies that provide adequate context for perspective transformations that support transformative learning praxis in higher education.

Transformative Learning Self-study Undergraduate Perspective Transformation

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