View in EDS HTML Full Text PDF Full Text

Transformative Learning in Geography Education: International Perspectives and Practices

Saved in:
Bibliographic Details
Title: Transformative Learning in Geography Education: International Perspectives and Practices
Language: English
Authors: Di Wilmot (ORCID 0000-0001-8184-4624), Sarah Witham Bednarz (ORCID 0000-0002-7775-7488), Munazza Fatima (ORCID 0000-0002-1005-9001), Alfonso Garcia de la Vega (ORCID 0000-0001-5767-3984), Regula Grob (ORCID 0000-0001-6182-8061), Johanna Mäsgen (ORCID 0009-0001-2511-4421), Sophie Wilson (ORCID 0000-0001-9232-857X)
Source: International Research in Geographical and Environmental Education. 2025 34(3):254-273.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 20
Publication Date: 2025
Intended Audience: Practitioners
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Secondary Education
Higher Education
Postsecondary Education
Descriptors: Geography Instruction, Transformative Learning, Climate, Cross Cultural Studies, Teaching Methods, Elementary Education, Foreign Countries, Secondary Education, Student Projects, Geographic Information Systems, Higher Education, Teacher Education, Sustainability
Geographic Terms: Switzerland, Germany, United Kingdom (England), Spain, South Africa
DOI: 10.1080/10382046.2025.2473104
ISSN: 1038-2046
1747-7611
Abstract: This paper critically reflects on how transformative learning (TL) is described both conceptually and as a process in the literature in different fields and national contexts. We articulate a definition of TL and justify why geography education is an ideal vehicle for enabling it. This is followed by a series of case studies explaining how TL can be and is being implemented in the curriculum topic of climate change in different countries. The findings of the analysis of the case studies are used to make propositions for further development and enactment of TL in geography education. The insights provided by this paper may help to move the field forward by opening new avenues of research and providing opportunities for cultivating a stronger geography education voice in global discourses about the types of learning required in a time of socio-ecological crisis and rapid societal change. Furthermore, it may provide practical ideas for improving learning and enhancing teaching practices which curriculum developers, learning resource producers, and practitioners may find useful.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1477531
Database: ERIC
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
    Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwGymRSDSEi2uAEZ6y0_sTwlAAAA4zCB4AYJKoZIhvcNAQcGoIHSMIHPAgEAMIHJBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDOwMqlCKv2Y1bfRQjAIBEICBmwjPUuSdZGmw5xZKrIucH9jo7MVMJueJu4KyzgZC6i92p-q8emr7EWI1FYRkcmdI3TI0I7PsjIB1xe7nUXpBFErgrKg3o_NzJZB8ukxDdU4xX8HcZvyTcGwASwDVkOLf9jiMU-BylfTcnzckmhpvO7PPsBGgYE4-nl-IBKac4-KL6hEVVu3ltOdEbFc8go2okYC9ATiuST83wY5f
Text:
  Availability: 1
  Value: <anid>AN0186728829;ght01aug.25;2025Jul21.06:45;v2.2.500</anid> <title id="AN0186728829-1">Transformative learning in geography education: international perspectives and practices </title> <p>This paper critically reflects on how transformative learning (TL) is described both conceptually and as a process in the literature in different fields and national contexts. We articulate a definition of TL and justify why geography education is an ideal vehicle for enabling it. This is followed by a series of case studies explaining how TL can be and is being implemented in the curriculum topic of climate change in different countries. The findings of the analysis of the case studies are used to make propositions for further development and enactment of TL in geography education. The insights provided by this paper may help to move the field forward by opening new avenues of research and providing opportunities for cultivating a stronger geography education voice in global discourses about the types of learning required in a time of socio-ecological crisis and rapid societal change. Furthermore, it may provide practical ideas for improving learning and enhancing teaching practices which curriculum developers, learning resource producers, and practitioners may find useful.</p> <p>Keywords: climate change education; education for sustainable development; geography education; sustainability; transformative learning</p> <hd id="AN0186728829-2">Introduction</hd> <p>There is increasing interest in transformative learning (TL) for greater understanding and confronting complex, multifaceted challenges facing humanity including, <emph>inter alia</emph>, the climate crisis, urbanization, pollution and waste, deforestation, conflict and war, and extreme poverty and inequality. The urgency of TL is evident in UNESCO's bold proclamation "transformative learning for people and the planet is a necessity for our survival and that of future generations. The time to learn and act for the planet is now" (2021a, p. 4). Parallel to repeated calls made by UNESCO, calls have been made for TL in geography education. In an editorial in <emph>International Research in Geographical and Environmental Education</emph>, Chang and Kidman ([<reflink idref="bib5" id="ref1">5</reflink>]) assert that geography educators need to engage more critically and actively with TL as envisaged in Education for Sustainable Development (ESD) discourse. The findings of a thematic analysis of the Commission on Geographical Education's Springer Book series confirmed the need for the field to engage more with TL (Wilmot & Brooks, [<reflink idref="bib60" id="ref2">60</reflink>]). According to these authors, more careful conceptual work is needed on re-imagining geography education in the light of current global realities. Furthermore, they call for research on what TL looks like in geography education and how it can be enacted in practice.</p> <p>This paper addresses the call for advancing TL in geography education. More specifically, it offers a critical reflection on how TL is described both conceptually and as a process in the literature in different fields and national contexts based on the input provided by the authors. We draw on this work to articulate a tentative foundational definition of what TL is, and to justify why geography education is an ideal vehicle for enabling it. The focus then shifts to practice with a series of case studies explaining how TL can be and is being implemented in a selected curriculum topic, climate change (CC), at one level (school, teacher education) of the education system in several authors' countries. The factors that enable or constrain the enactment of TL in each national context are identified. The findings of the analyses of the detailed case studies are used to propose further development and enactment of TL in geography education. Finally, we consider the specific actions required to address emergent challenges to implementing TL at both systemic and professional levels.</p> <hd id="AN0186728829-3">TL</hd> <p>TL is a contested concept first introduced by Mezirow ([<reflink idref="bib30" id="ref3">30</reflink>]) and others in the context of adult education (Taylor & Cranton, [<reflink idref="bib51" id="ref4">51</reflink>]) and developed over time in several different higher educational contexts, including teacher education (Lotz-Sisitka et al., [<reflink idref="bib27" id="ref5">27</reflink>]), community development, and medical studies. To Mezirow TL is "learning that transforms problematic frames of reference—sets of fixed assumptions and expectations (habits of mind, meaning perspectives, mindsets)—to make them more inclusive, discriminating, open, reflective, and emotionally able to change" (2003, p. 58). Truly, TL is characterized by fundamental change in feelings, expectations, assumptions, and world views, accompanied by a willingness to act on the new values and beliefs.</p> <p>The literature on TL has evolved in diverse contexts over time including, for example, teacher capacity building for TL in southern Africa (Lotz-Sisitka & Lupele, [<reflink idref="bib25" id="ref6">25</reflink>]; Schudel et al., [<reflink idref="bib47" id="ref7">47</reflink>]) and higher education in Papua-New Guinea (Christie et al., [<reflink idref="bib8" id="ref8">8</reflink>]) and South Africa (Lotz-Sisitka et al., [<reflink idref="bib28" id="ref9">28</reflink>]), but at its core it is a process of reflection, discussion, and consequent action. Mezirow developed a ten-step procedure, summarized in Table 1. It has been adapted by many researchers over time (Walker, [<reflink idref="bib59" id="ref10">59</reflink>]; Yildirim & Yelkin, [<reflink idref="bib64" id="ref11">64</reflink>]).</p> <p>Table 1. Mezirow's ten step procedure (based on Walker, [<reflink idref="bib59" id="ref12">59</reflink>]; Yildirim & Yelkin, [<reflink idref="bib64" id="ref13">64</reflink>]).</p> <p> <ephtml> <table><thead><tr><td>Phase</td><td>Description (from Yildirim & Yelkin, <xref ref-type="bibr" rid="bibr64">2020</xref>)</td><td>Learner indicator (from Walker, <xref ref-type="bibr" rid="bibr59">2018</xref>)</td></tr></thead><tbody valign="top"><tr><td>Disorienting dilemma</td><td>Learners experience something that does not make part of their system of values and beliefs about the world</td><td>"My assumptions were challenged..." "My viewpoints were challenged..." "I was provided with unsettling information..." "The instructor used a different frame of reference than I would have..."</td></tr><tr><td>Self-examination</td><td>Learners are forced to reconsider and self-examine to understand and recognize their perspective is not unique</td><td>"I had to think about my position on topics..." "I had to look closely at my own values..." "The instructor asked me to think about where my ideas came from..." "The instructor asked me to reflect on my ways of thinking..."</td></tr><tr><td>Critical Assessment</td><td>Learners critically review and check past assumptions orienting their values and beliefs</td><td>"I became aware of the perspectives of others..." "I realized other students' perspectives..."</td></tr><tr><td>Recognition</td><td>Learners recognize that others have shared a similar transformation and this is the next step to understanding they are not alone in the change process</td><td /></tr><tr><td>Exploration</td><td>Learners are able to experience new roles and actions compatible with their new perspectives</td><td>"I have adopted new ways of thinking..."</td></tr><tr><td>Planning a course of action</td><td>Learners re-adapt to the new system of values and beliefs and make their own decisions</td><td /></tr><tr><td>Acquisition of knowledge and skills</td><td>Learners acquire knowledge and skills to implement a new plan of action and implement it</td><td>"I have made different decisions related to class topics..."</td></tr><tr><td>Trying out the plan</td><td>Learners try out their plan and learn that it takes effort and time to consider new perspectives and learn new things</td><td /></tr><tr><td>Building of competence and self-confidence</td><td>Learners acknowledge the changes</td><td>"The instructor helped me make any new ways of thinking obvious..." "The instructor set up situations where I could express my new viewpoints..."</td></tr><tr><td>Reintegration</td><td>Learners reintegrate into a life based on new perspectives grounded in the gained knowledge and learned skills</td><td /></tr></tbody></table> </ephtml> </p> <p>TL can be personal and individual, but it may also be the result of experiences shared by communities of practice, acknowledging the situated nature of learning (Lave & Wenger, [<reflink idref="bib21" id="ref14">21</reflink>]).</p> <p>It has been adopted as an agent of change, especially in dealing with contemporary global challenges such as sustainability, CC, and development (Leal Filho et al., [<reflink idref="bib22" id="ref15">22</reflink>]); and "sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture's contribution to sustainable development" (Target 4.7, United Nations, [<reflink idref="bib52" id="ref16">52</reflink>], p. 21). Accordingly, UNESCO links Education for Sustainable Development (ESD), Global Citizenship Education, and the Sustainable Development Goals (SDG) to TL. As a result, ESD continues to develop through the influence of TL towards a "learning that leads to the transformation of unsustainable mindsets and the adoption of a paradigm towards sustainability" (Rodríguez-Aboytes & Barth, [<reflink idref="bib43" id="ref17">43</reflink>], p. 2). Recently, ESD declarations and roadmaps have adopted a stronger political agenda. For example, the ESD 2030 Roadmap argues for critical thinking to understand the "deep structural causes of unsustainable development" particularly in the context of widening inequality and vulnerable situations, and sustainability values to counteract those of consumer societies (UNESCO, [<reflink idref="bib53" id="ref18">53</reflink>], p. 18). It calls for engaging with "what" to change as well as "how" we must change, requires a fundamental shift in the purpose and direction of education, and an active-learning, transformative pedagogy.</p> <p>To achieve such a goal will require significant transformation of perspectives and engage students cognitively (building knowledge, understandings, and critical thinking), socio-emotionally (developing shared values, empathy, solidarity, respect for all living things), and behaviourally (taking action).</p> <hd id="AN0186728829-4">National perspectives</hd> <p>A review of UNESCO documents published in the past 20 years reveals how TL has emerged as a powerful global education discourse (see for example, UNESCO, [<reflink idref="bib55" id="ref19">55</reflink>]; UNESCO MGIEP, [<reflink idref="bib56" id="ref20">56</reflink>]). The number of scientific publications featuring TL has also been rising steadily since the early 2000s, with the highest number of publications in 2024 (1426) (own research in the Web of Science, Citation Report, 9296 publications counted in total). TL plays out in different national contexts in different ways, with evidence of a plurality of approaches, but a lack of implementation in the curricula. In Germany TL has been discussed as an important component of ESD and civic education (Wissenschaftlicher Beirat der Bundesregierung Globale Umweltveränderungen (WBGU), [<reflink idref="bib63" id="ref21">63</reflink>]; Singer-Brodowski, [<reflink idref="bib48" id="ref22">48</reflink>]), through service learning (Blum et al., [<reflink idref="bib2" id="ref23">2</reflink>]). More recently, Schreiber and Nöthen ([<reflink idref="bib46" id="ref24">46</reflink>]) have attempted to integrate it in geography education. They characterize TL as connected to the world and its key current problems, based in a culture of discussion, dialogue, and collective educational experiences of learners with different perspectives; and emancipatory in nature.</p> <p>Similarly, in South Africa, TL has focused on ESD and sustainability. Notable is the acknowledgement of the key components of cognitive, socio-emotional and behavioural learning in developing student outcomes, envisioning a new type of learner, namely one who is able to understand key concepts associated with a matter of concern, to make connections between the existing context and their experiences of it, to engage with new concepts and experiences, problem-solving with care ethics, and to assess more sustainable alternatives. It offers a broader perspective than more traditional or individualised notions of TL (such as those influenced by Mezirow, [<reflink idref="bib30" id="ref25">30</reflink>], [<reflink idref="bib31" id="ref26">31</reflink>], [<reflink idref="bib32" id="ref27">32</reflink>], [<reflink idref="bib34" id="ref28">34</reflink>], [<reflink idref="bib35" id="ref29">35</reflink>]) extending towards "transgressive/emancipatory, interdisciplinary, social learning approaches that challenge taken-for-granted norms that hold unsustainability and social injustices in place" (Lotz-Sisitka et al., [<reflink idref="bib27" id="ref30">27</reflink>], p. 276). Lotz-Sisitka ([<reflink idref="bib24" id="ref31">24</reflink>], p. 559) shows in her "T-learning framework" that this approach to TL is</p> <p></p> <ulist> <item> transformative - encouraging affective and cognitive shifts for socio-ecological change necessary for care and stewardship,</item> <p></p> <item> transgressive - challenging taken for granted ways of being and doing that are oppressive and unsustainable with critique, empathy, care, and reflexivity,</item> <p></p> <item> transdisciplinary - crossing boundaries to co-create new concepts and forms of human activity in collaborative and iterative ways,</item> <p></p> <item> together - working with others to correct wrongs and strengthen collective, emancipatory agency, commitment to the social good, and system-wide change.</item> </ulist> <p>This conceptualization offers the most developed set of criteria for TL and provides a model upon which one can design learning opportunities for transformative purposes. Transformative learning (adapted from Lotz-Sisitka et al., [<reflink idref="bib27" id="ref32">27</reflink>] and Lotz-Sisitka, [<reflink idref="bib24" id="ref33">24</reflink>]):</p> <p></p> <ulist> <item> promotes participatory, active, social and collective learning,</item> <p></p> <item> engages with risk and uncertainty and "wicked" or difficult to resolve problems concerning sustainability,</item> <p></p> <item> envisions new sustainable futures and engages future-oriented actions and practices,</item> <p></p> <item> affirms the situated nature of learning and builds on local contexts and experiences, indigenous and local knowledge, and communities of practice,</item> <p></p> <item> supports new knowledge, skills and ethics through activities including mapping, games and simulations, project work, field work, data analysis, GIS,</item> <p></p> <item> develops reflexivity and critical perspectives in societies including questioning the way things are (the status quo) and hegemonic practices.</item> </ulist> <p>In Pakistan, Spain, and Switzerland TL is not yet part of state-mandated curricula but is used in some higher education contexts as well as to achieve sustainability goals. In Spain, however, there are proposals for enhanced teacher training at the secondary level in sustainability and TL (Collazo Expósito & Geli de Ciurana, [<reflink idref="bib9" id="ref34">9</reflink>]), including service learning. Pakistan, like South Africa, faces special education challenges such as resource limitations, disparities in access to schooling, and cultural norms and expectations. Further, the style of instruction and teacher practices may hinder implementing the kinds of critical thinking TL requires (Qutoshi, [<reflink idref="bib39" id="ref35">39</reflink>]). Similarly, the English school curriculum emphasises direct instruction and knowledge recall in a high-stake testing environment, with Personal, Social, Health and Economic (PSHE) education fostering critical thinking and self-reflection, but TL is not a central element of the overall curriculum.</p> <p>In the United States, TL is also not practiced in schools in a formal sense although ideas related to critical inquiry and action-taking are prominent features of key geography education documents such as <emph>The National Geography Standards</emph> (Geography Education Standards Project, [<reflink idref="bib17" id="ref36">17</reflink>], 2012) and <emph>The Road Map for twenty first Century Geography Education</emph> (Bednarz et al., [<reflink idref="bib1" id="ref37">1</reflink>]). The Inquiry Arc is also a key feature of the influential <emph>College, Career, and Civic Life Framework</emph> (C3) promoted by the National Council for the Social Studies (National Council for the Social Studies (NCSS), [<reflink idref="bib36" id="ref38">36</reflink>]). It is defined as a "set of interlocking and mutually supportive ideas that frame the ways students learn social studies content" (NCSS, [<reflink idref="bib36" id="ref39">36</reflink>], p. 6). The framework argues that by focusing on asking and answering questions, teachers are able to include the disciplinary concepts, skills, and practices that learners need to master in order to know, analyse, explain, and argue about significant global challenges.</p> <p>In summary, TL is emerging as a strong force for school-based education, driven by powerful global ESD narratives, and as a mechanism to grapple with the grand challenges facing the contemporary world. However, we identify considerable barriers to implementing TL, including a lack of teacher preparation and political and social disincentives to alternate approaches to teaching and learning. A further impediment is perceptions of the scope of geography education. What is the role geography education should play in contributing to significant societal changes? As Roberts ([<reflink idref="bib41" id="ref40">41</reflink>], p. 5) writes, "If geographical education is to be powerful, then it needs to have an enduring, transformative impact on students' geographical imaginations, the ways in which they see, make sense of and understand the world." Chang and Kidman ([<reflink idref="bib5" id="ref41">5</reflink>], p. 1) assert that it involves "uncovering structures and processes that enable and maintain injustice, a lack of democracy and a failure to realise sustainable forms of development". Exposing ideologies and offering alternative ways of being and doing is aligned to global ESD discourse more generally, where it is seen as supporting learners to undertake transformative actions for sustainability to shape a different future (UNESCO, [<reflink idref="bib53" id="ref42">53</reflink>]).</p> <hd id="AN0186728829-5">The case for TL in geography education</hd> <p>Geography as a discipline is highly valued and respected, particularly because of its two main perspectives, the spatial perspective including questions of scale (Hanson, [<reflink idref="bib18" id="ref43">18</reflink>]; National Research Council, [<reflink idref="bib37" id="ref44">37</reflink>]) and the environmental perspective which leads geographers to explore relationships between humans and the environments in which they live. Unlike other disciplines, geography straddles the social sciences, the humanities, and the physical sciences. The subject brings to bear intellectual frameworks that can help stakeholders, policy makers and educators address planetary crises such as CC.</p> <p>The duality of geography as both a social and physical science (as well as a humanities subject) and the above-mentioned spatial and environmental perspectives are great disciplinary advantages in school education compared to other subjects such as sciences or history. Therefore, geography education has great potential to provide the next generation with the understandings, attitudes, and behaviours required to work for solutions to global problems, and to transform minds in ways that will lead to solutions. There are two additional reasons why geography education should take on TL.</p> <p>First, societies everywhere have become increasingly visual with the development of the Internet and accompanying social media, including a wide and growing interest in maps, mapping, and other spatial and visual representations. Just open the website for any major news outlet to see rich, visually sophisticated presentations on issues like shrinking ice caps, best ways to display election results, location of migrants or the ways CC is relocating fish populations. Geography education focused on visual literacy can help learners face disorienting dilemmas (Yildirim & Yelkin, [<reflink idref="bib64" id="ref45">64</reflink>]), and recognize assumptions, beliefs, and values about people, places, and environments.</p> <p>A second reason for geography to adopt TL in its core practices is the explosion of geospatial technologies like geographic information systems (GIS), Global Positioning Systems (GPS), and remote sensing. These, along with the concurrent growth of social media have affected the relationships people have with each other and the world in which they live (Downs, [<reflink idref="bib12" id="ref46">12</reflink>]). Enormous amounts of geographic data are produced and used in real-time, e.g. closed-circuit television systems, social media and messenger apps. We report on traffic patterns, complain about neighbours who don't pick up their garbage, and alert authorities about suspicious activities through place-oriented social media. Who we are, where we are, what we do, and how we feel is all shared in geographic contexts. The world is at everyone's fingertips, all the time (Downs, [<reflink idref="bib12" id="ref47">12</reflink>]). How does this brave new world affect us as members of society? How is it affecting our roles as citizens and at what scales? What are the challenges and opportunities for geographers in taking a leadership role in preparing the next generation of geospatially literate citizens empowered to collaborate and cooperate for the greater good? These are important questions for educators interested in transforming society to consider and best addressed by geography educators.</p> <p>Thus, for at least three significant reasons, we believe geography can play an important role in transforming societies through TL, paying attention to cognitive dimensions of learning but also through socio-emotional and behavioural considerations. How then, do we achieve this in practice? Building on our understanding of TL, the next section includes a selection of case studies that offer insights into how this important work can be achieved in practice.</p> <hd id="AN0186728829-6">TL practices in selected national contexts</hd> <p>In this section we provide five scenarios explaining how TL might be developed and implemented in different contexts and grade levels. Guided by the TL frameworks, authors were asked to focus on CC as a topic to facilitate cross-study comparisons. The case studies, presented sequentially, illustrate how TL may be implemented in primary and secondary schooling, and initial and in-service teacher education in higher education. Our focus lies, therefore, not solely on school geography.</p> <hd id="AN0186728829-7">Case study 1: TL in practice in Switzerland</hd> <p>This case study focuses on TL at the primary school level where geography encompasses both the natural and social sciences. Observing weather, and general considerations of human-nature-relations, are part of the primary school curriculum whereas the specific reasons and consequences of CC are introduced in the lower secondary school curriculum. ESD is defined as a cross-curricular theme. The curriculum provides teachers with considerable flexibility in allocating time to specific competencies and the examples they use to develop these competencies in their classes. So, the implementation of the curricular guidelines is largely left to the responsibility of the teachers. Thus, there is a wide variation in teaching and learning practices.</p> <p>Since concrete learning outcomes are not defined in the curriculum, the discourse on the aims and purposes of ESD has been ongoing for the last few years. Currently, it is heavily influenced by the distinction between ESD 1 (transmission of expert knowledge) and ESD 2 (competences such as critical thinking or systems thinking) (Pettig, [<reflink idref="bib38" id="ref48">38</reflink>]; Vare & Scott, [<reflink idref="bib57" id="ref49">57</reflink>]). From the perspective of teacher education as well as from the perspective of educational policy in Switzerland, ESD 2 should be the main pathway to go, particularly at the lower school levels. So, young students should develop an understanding of complex systems, learn to think critically and creatively, and develop a high tolerance to ambiguity.</p> <p>The ongoing research project ("Unkke", funded by the Swiss National Science Foundation 2024–2027) investigates how teachers implement a simulation game and adjacent metacognitive debriefing in the context of ESD and what students learn. The simulation game is based on the doughnut model of sustainability (Raworth, [<reflink idref="bib40" id="ref50">40</reflink>]; Rockström et al., [<reflink idref="bib42" id="ref51">42</reflink>]). Concretely, a city is built with facilities to live, eat, and work (reflecting the inner boundary of the doughnut). At the same time, these activities have negative impacts on nature (reflecting the outer boundary of the doughnut). After realizing this disorienting dilemma (Step 1 in Mezirow's process) in the safe space of a simulation game, the students critically assess their viewpoints and explore ways to make enough profit to survive whilst keeping natural damage as small as possible. The complexity and controversy of the task is reflected in several interdependencies, conflicting goals, and unpredictable events. In the metacognitive debriefing on the simulation game, students start to build competence to decide and act on questions of sustainability with this newly acquired perspective (behavioural learning). Since the simulation game is part of a research study, the learning outcomes of the students is monitored in a pre-post-design and involves tests on the understanding of complex systems and on dealing with controversy.</p> <p>In summary, the above case study supports TL because:</p> <p></p> <ulist> <item> it enables cognitive learning (understanding of complex systems) and socio-emotional learning (dealing with controversy).</item> <p></p> <item> Furthermore, the metacognitive debriefing provides students with the foundations for behavioural learning.</item> <p></p> <item> The anonymity of students is protected.</item> <p></p> <item> The solutions to the dilemma introduced in the simulation game are applicable to individuals and society as a whole, including private industry and policy makers.</item> </ulist> <p>The main factor of success of this case study is teacher preparedness. They attend a group meeting at which they are introduced to the theory informing the game, the phases of implementing it, and how to lead a post-game metacognitive debriefing session. This helps to build teacher confidence. Societal resistance to change is a constraining factor. In Switzerland, there are still voices in educational policy who deny the importance of ESD.</p> <hd id="AN0186728829-8">Case study 2: enabling TL in secondary school project courses in the federal state of North R...</hd> <p>TL has been implemented more implicitly than explicitly in the diverse federal school curricula in Germany. This case study describes how TL is implemented in an annual project course in a secondary school (grade 11/12) in the federal state of North Rhine-Westphalia. As part of a cooperation between the Institute of Geography at the University of Cologne and the Inclusive University School Cologne (Helios School), a project course is used in the KlimaTrafo project (Transformative ESD: Change agents in podcast and exhibition—An educational concept to promote transformation resonance of students) (Mäsgen, [<reflink idref="bib29" id="ref52">29</reflink>]) which starts in 2025.</p> <p>In the KlimaTrafo project CC literacy is not seen as a purely individual responsibility, but rather as a cognitive ability and responsibility in the sense of expertise to act. This places questions of power at the centre of the considerations. The project addresses this by encouraging students to analyse the power relations of professionally-acting individuals on the one hand and by addressing the relationship of learners to structural conditions on the other. In addition, the teaching concept addresses the problem that, in the context of tackling CC, there is a lack of educational opportunities that enable critical analyses of systemic conditions and the individually tailored experience of being able to participate effectively in social-ecological transformation.</p> <p>The learning modules are structured in such a way that phases of TL (Mezirow, [<reflink idref="bib33" id="ref53">33</reflink>], [<reflink idref="bib34" id="ref54">34</reflink>]) are blended with resonance theory assumptions (Rosa, [<reflink idref="bib44" id="ref55">44</reflink>]; Schlottmann & Rosa, [<reflink idref="bib45" id="ref56">45</reflink>]). The learning processes are as follows:</p> <hd id="AN0186728829-9">Transformational alienation as a resource</hd> <p>The starting point for learning is the students' feelings (e.g. anxiety, dilemma, guilt or shame) and (critical) attitudes towards narratives of sustainable transformation. These are converted into research questions. Based on this, students select interview partners who have undergone a transformation process and are professionally involved in domain-specific climate protection. A student who finds the topic of CC boring but is interested in law could ask the question: How and why did a lawyer become an environmental lawyer?</p> <hd id="AN0186728829-10">Tolerance of transformational alienation</hd> <p>The participating students conduct the interviews as narrative, biographical interviews. The interviews are recorded and then transcribed using AI.</p> <p>Afterwards students analyse the phenomena described in the interviews. Phenomena are understood as a central idea, situation or event to which the interviewee directs their actions (Strauss & Corbin, [<reflink idref="bib49" id="ref57">49</reflink>], p. 75). To do this, they assign inductively formed categories to causes, main phenomena, action strategies, barriers to action and conditions for successful action, as well as consequences. Students learn that climate protection is carried out by professionals from different disciplines who were not born as climate protectors but had to come to their field of activity during their careers. This way they learn that critical attitudes towards climate protection and concerns about structural barriers to action are widespread and that these are often at the beginning of individual transformations. They also learn that everyone's power to act is limited and that barriers to action are widespread but can often be overcome. In a nutshell they experience new roles, relationships, and actions.</p> <hd id="AN0186728829-11">Transformation resonance</hd> <p>For a further understanding of systemic sustainability contexts, the interviews are compared with regard to the conditions for success and effects of climate-protecting action (integration of individual and social change; see Taylor, [<reflink idref="bib50" id="ref58">50</reflink>]). The students then discuss the results compared to their agency as young people and their position in the relationships between the generations.</p> <hd id="AN0186728829-12">Action resonance</hd> <p>Suitable interviews are prepared as podcast episodes. By podcasting about transformation, the students perceive themselves as "professionally" effective actors. The podcast is enhanced by an accompanying exhibition that brings professional "climate biographies" to life. The exhibition uses authentic personal examples to answer the question of how people in the Rhineland region are professionally shaping the socio-ecological transformation and what path they have taken to get there.</p> <p>Finally, the participating students can reflect on their attitudes at the beginning and end of the project and compare them with the development paths described in the interviews.</p> <p>In summary, this case study supports TL because:</p> <p></p> <ulist> <item> it conveys a critical hope (Christens et al., [<reflink idref="bib7" id="ref59">7</reflink>]): socio-ecological transition is not understood as a merely private problem, but as a transformational field that is professionally addressed by manifold actors,</item> <p></p> <item> it is emancipatory: learners are not addressed as private individuals, but in their role as students,</item> <p></p> <item> it is action-oriented (in a sense of ESD 2), and</item> <p></p> <item> it promotes individual and collective learning about and for transformation (in a sense of ESD 3).</item> </ulist> <hd id="AN0186728829-13">Case study 3: enabling TL using GIS to teach CC to PGCE trainee teachers in England</hd> <p>This case study explores TL in CC education using Geographic Information Systems (GIS) and interactive maps with Postgraduate Certificate in Education (PGCE) trainee teachers. Using an approach aligned to initial teacher education and national curriculum policy (Department for Education, [<reflink idref="bib10" id="ref60">10</reflink>], [<reflink idref="bib11" id="ref61">11</reflink>]), the aim is to use locational knowledge to support critical reflection, experiential learning, and collaboration among the trainees. It also aims to challenge their preconceptions about the influences on climate using place studies and various GIS layers directly related to CC thereby deepening their understanding of environmental complexities. This is intended to guide the teacher trainees toward a more transformative way of teaching geography.</p> <p>Initially, trainees are introduced to GIS tools by using MapMaker to visualize climate data (Esri & National Geographic Society, [<reflink idref="bib14" id="ref62">14</reflink>]). Following Brooks and Morgan's approach (Brooks & Morgan, [<reflink idref="bib3" id="ref63">3</reflink>]), the trainees work in small groups to identify possible CC impacts in two contrasting places from their assigned continents. They work together to investigate CC by making connections between a series of GIS layers, including "Greenhouse Gas (GHG) Emissions", "Land Surface Temperature Change", "Average Annual Precipitation" and "Surface Air Temperature". This results in a spatial awareness of the impact of CC in their place studies and allows them to benefit from using real data, as illustrated by Hickman ([<reflink idref="bib19" id="ref64">19</reflink>]).</p> <p>The trainee teachers are then asked to consider the broader locational context of their place study by incorporating other geographical factors such as population distribution, relief, and world biomes (Wilson, [<reflink idref="bib61" id="ref65">61</reflink>], [<reflink idref="bib62" id="ref66">62</reflink>]), to gain deeper insight into additional influences on CC. By identifying patterns in these spatial data sets and adjusting the transparency of GIS layers, the trainees uncover new perspectives on human-environment interactions in their place studies. This approach gives the trainees agency through their exploration of CC, which Brown et al. ([<reflink idref="bib4" id="ref67">4</reflink>]) identify as increasing the likelihood of teachers feeling motivated to take action.</p> <p>In this way, the trainees encounter the disorienting dilemma described in Mezirow's model (1978), which prompts further critical discussions about CC in their selected study places. This approach highlights some of the complexities associated with CC, similar to how Lee ([<reflink idref="bib23" id="ref68">23</reflink>]) raised issues regarding the portrayal of diverse realities. To promote TL, the trainees reflect and reassess their assumptions about CC in light of the new perspectives gained through the use of GIS, revealing the multifaceted nature of CC issues.</p> <p>The trainees' learning is assessed through a visual presentation of their GIS-based CC data, which is peer-reviewed and supported by a short reflection on their learning journey, enabling the development of the three final phases of the TL model, especially the building of competence and self-confidence. By integrating spatial analysis through GIS and place-based learning, the trainees are able to develop an understanding of the diverse and uncertain nature of CC issues. This approach offers insight into how they can implement similar TL teaching strategies to empower their own students to take informed action in the future.</p> <p>Overall, the key enabler for using GIS in TL is the practical knowledge gained by PGCE geography teacher trainees. By integrating GIS and place-based enquiry into CC learning, it provides a practical example for trainees to see how TL can be embedded in their teaching. However, a significant barrier to TL with GIS is the assessment-driven school examination system, along with the challenge of measuring and evaluating the impact of the TL approach (Konstantakatos & Galani, [<reflink idref="bib20" id="ref69">20</reflink>]).</p> <p>In summary, this case study supports TL by enabling trainee teachers to:</p> <p></p> <ulist> <item> use GIS tools to link CC data to the broader geographical context of place studies,</item> <p></p> <item> critically reflect on their assumptions about CC by integrating new perspectives to make evidence-based relationships more clear, and</item> <p></p> <item> explore locational knowledge to enhance their analytical skills for informed action.</item> </ulist> <hd id="AN0186728829-14">Case study 4: fostering TL through a geography workshop on sustainability and CC for trainee...</hd> <p>This case study explains how a geography workshop is used to prepare teacher trainees to implement active learning and TL focused on CC with secondary students (García de la Vega, [<reflink idref="bib16" id="ref70">16</reflink>]); in line with EU goals related to the green transition and sustainable development. They learn how to use TL by experiencing it themselves in a workshop setting. It could also be used for teacher training. This workshop is organized around a model of three phases: exposure, experimentation, and expression (García de la Vega, [<reflink idref="bib16" id="ref71">16</reflink>]).</p> <p>In the first phase, exposure, trainees explore concepts of CC and sustainability using diverse resources (e.g. historical and cartographic data, remote sensing images from ESA/NASA) and examine a real-world dilemma: a housing development on an island within the Valdecañas reservoir in a protected natural area (Cáceres, Spain). In small groups, they analyse competing land use and conservation priorities, developing spatial and analogical thinking skills.</p> <p>In the second phase, experimentation, trainees manipulate didactic materials like maps and images to deepen geographic competencies and critically assess the resources. They explore potential solutions to the problem by considering their own perspective on the issues and seeking additional information such as about Spanish laws on national parks and natural parks and the European Landscape Convention. Thus, they apply complex cognitive skills and develop geographic competencies related to core geographic concepts such as scale of analysis to be able to defend, or not, the urban development of an area of rural land use.</p> <p>The third phase, expression, corresponds to the resolution of the problem and is related to interpretation and critical thinking, as well as developing the disposition for action. The teacher trainees express their research findings by producing a course of action in the form of a final report that offers a sustainable solution to the problem. The report, evaluated by a rubric, contains 1) the problem, 2) the arguments developed by each group, and 3) the sources of documentation used to provide evidence and to substantiate the arguments.</p> <p>The rubric measures four learning outcomes:</p> <p></p> <ulist> <item> the depth and range of research to identify pertinent information (e.g. economic impulse of the resort, tourist attraction and problems of water balance),</item> <p></p> <item> trainees' abilities to analyse and synthesize the information,</item> <p></p> <item> nature and sophistication of the arguments developed, either in a role-play or a large group discussion, and</item> <p></p> <item> trainees' ability to offer creative and pragmatic solutions to the problem presented.</item> </ulist> <p>Narrative thinking may be encouraged through role-play (e.g. as mayors, builders, or environmentalists) or group discussions, fostering experiencing new roles, perspective-taking and critical thinking –core elements of TL.</p> <p>The geography workshop promotes TL because:</p> <p></p> <ulist> <item> it fosters critical thinking to offer solutions to different real problems,</item> <p></p> <item> it encourages the change from meaning perspectives to reflective thinking,</item> <p></p> <item> it models a geography workshop with digital and documentary resources so that future teachers can implement geographical content on climate change and sustainability,</item> <p></p> <item> it promotes narrative thinking to argue and generate a deep change in the inclusive and reflective frame of reference.</item> </ulist> <hd id="AN0186728829-15">Case study 5: enabling TL in school geography in South Africa</hd> <p>While the theory behind TL in ESD is well established in South Africa (Lotz-Sisitka et al., [<reflink idref="bib27" id="ref72">27</reflink>]), little is known about the practical applications of this approach in school geography. Furthermore, the approach to CC education in school geography is fragmented and compartmentalised with different aspects of CC covered in different sections of the curriculum (Lotz-Sisitka et al., [<reflink idref="bib26" id="ref73">26</reflink>]). As a result, these authors assert that school geography does not develop systems thinking, that is, an ability to see, understand and relate different dimensions of a system and understand how they are interconnected and together form the whole picture, and other TL competencies including agency for climate action. Furthermore, teachers' subject knowledge of environment and sustainability content and active learning processes are weak (Dube, [<reflink idref="bib13" id="ref74">13</reflink>]). The <emph>Fundisa [teaching] for Change,</emph> a national environmental learning/ESD teacher education programme (Schudel et al., [<reflink idref="bib47" id="ref75">47</reflink>]) addresses these concerns through short courses and teaching resources aligned to the national curriculum.</p> <p>This case study describes how Fezeka, a teacher at a resource-constrained school, planned a unit of work that supports TL for climate action in Grade 11 using the knowledge gained by attending a <emph>Fundisa for Change</emph> short course.</p> <p>The five-day short course on CC for Teaching Geography (Vogel et al., [<reflink idref="bib58" id="ref76">58</reflink>]) deepened Fezeka's knowledge of how CC is associated with the study of energy and energy systems in the climatology section of the curriculum and how energy can be used as a cross-cutting theme because it is the main factor affecting CC. The course also exposed her to active learning processes framed around three organizing themes: finding out ABOUT; investigations IN and do things FOR (O'Donoghue, 2001 as cited in Lotz-Sisitka et al., [<reflink idref="bib27" id="ref77">27</reflink>], p. 274). Her learnings through the course helped her to design an inquiry-based, active learning unit on CC for Grade 11 learners.</p> <p>The inquiry was framed by the following questions which she shared with the Grade 11 students: What is CC? What causes CC? What are the impacts of CC? What can we do to mitigate and adapt, and build resilience? The intended learning outcomes included: foundational knowledge of CC, systems thinking, analysis and evaluation of information from different sources and current practices, awareness of how one's own values shape one's beliefs and actions and envisioning and engaging in collective change practices.</p> <hd id="AN0186728829-16">Finding out about</hd> <p>The unit began with a "tuning in" activity based on a media report on the impact of rising sea temperature on the annual sardine run along the east coast of South Africa (Fitchett & Grab, [<reflink idref="bib15" id="ref78">15</reflink>]). This was used to elicit the Grade 11 learners' prior knowledge of global warming and CC, to stimulate their curiosity and elicit questions from them, and to view CC from a socio-ecological systems perspective.</p> <p>This activity was followed by teacher-led lessons that built and extended knowledge of (<reflink idref="bib1" id="ref79">1</reflink>) how energy is added to and withdrawn from the Earth System, (<reflink idref="bib2" id="ref80">2</reflink>) how different parts of the Earth System interact and use energy and what impact this has, and (<reflink idref="bib3" id="ref81">3</reflink>) people's responses to changes. Fezeka used different active learning strategies, for example, outdoor experiential learning, to understand energy transfer, an experiment to understand the greenhouse effect, and cooperative groupwork for case study analysis of the impact of and responses to (including those drawing on indigenous knowledge) CC in different African contexts. She overcame the problem of her school's dysfunctional computer lab and lack of access to the internet by downloading and printing (at her own expense at a local print shop) case study material from <emph>The Conversation</emph>.</p> <hd id="AN0186728829-17">Investigating IN</hd> <p>Fezeka planned learner-led fieldwork investigating CC mitigation and adaptation at local businesses. Data gathered through interviews and observations were analysed by the Grade 11 learners and Fezeka and used to identify actions to mitigate and adapt to CC at the school.</p> <hd id="AN0186728829-18">Do things for</hd> <p>The unit of work concluded with the Grade 11 learners reporting the findings of their research to the school leadership. This included suggestions on how to mitigate CC, for example planting a perimeter hedge of <emph>portulacaria afra</emph>, an indigenous shrub highly effective at sequestrating carbon. Lastly, a plenary session was held in which the Grade 11 learners used a questionnaire Fezeka designed to critically reflect on their learning.</p> <p>In summary, the above case study supports TL because:</p> <p></p> <ulist> <item> it enabled critical thinking, reflection, and solution-focused action,</item> <p></p> <item> it was situated learning relevant to the lived experiences of the learners, and</item> <p></p> <item> it helped to develop an ethic of care and stewardship.</item> </ulist> <p>The case study highlights the pivotal role teachers play in enabling TL and the importance of teacher professional development. The <emph>Fundisa for Change</emph> teacher intervention deepened Fezeka's knowledge of CC and it modelled change-oriented, active learning processes, both of which built her confidence and capacity to enable TL in a resource constrained environment. However, the broader uptake of TL may not succeed until it is foregrounded in policy and modelled in practice in both initial and in-service teacher education professional development programmes.</p> <hd id="AN0186728829-19">Key findings</hd> <p>The case studies described above indicate that across a range of countries and contexts, geography educators are at work experimenting with and establishing TL. Clearly, this is in response to urgent global challenges and an understanding that geography education needs to find effective ways to prepare young people for uncertain futures that will demand perspective changing and action for survival. It is also clear that geography educators are borrowing heavily from the learning sciences to develop innovative practices. TL, proposed initially in the context of adult education, is being explored in relation to metacognition, constructivist perspectives in teaching and learning, resonance theory, and other key ideas adopted from cognitive science. This is a positive trend capitalizing on evidence-based research in student learning. A third heartening observation is that geography educators are using geospatial technologies, social media such as podcasts, games, and simulations as motivating mechanisms in geography education. Young people today are active-learners, with little patience for the traditional drill-and-kill approach characteristic of traditional geography lessons. Emphasizing TL in geography classrooms supports using learning strategies that both enhance knowledge acquisition and nurture students' social and emotional skills, abilities, and competencies.</p> <hd id="AN0186728829-20">Discussion</hd> <p>This article responds to the challenge put forward for research on TL in geography education that may advance the field (Chang & Kidman, [<reflink idref="bib5" id="ref82">5</reflink>]; Wilmot & Brooks, [<reflink idref="bib60" id="ref83">60</reflink>]). At the same time, it adds to the literature on CCE (see for example, Chang & Pascua, [<reflink idref="bib6" id="ref84">6</reflink>]) by offering five case studies illustrating an expanded view of learning that is situated, change-oriented, and action enabling. The indicated state of research is only loosely connected to the case studies, because they were designed before this paper was planned. Implicit in the results of the literature review and the five case studies are constraining factors impeding the enactment of TL at different levels of educational systems. Based on this, we formulate the following hypotheses and develop further questions:</p> <p></p> <ulist> <item> There is a lack of a systems-wide approach to TL. Although TL is required by supranational organizations and is a widely accepted and discussed concept, there is no common understanding of TL. In addition, the topic is relatively new to geography education and has only scarcely been implemented in school curricula. This situation is exacerbated by a lack of alignment with common assessment practices. It raises a question for all those who work in the context of (geography) education: how can a systems-wide approach be developed, applied in different national contexts, and scientifically evaluated? How can its long-term impacts be analysed?</item> <p></p> <item> Teaching capacity and national platforms for sharing and showcasing good practices in TL are needed. Looking at our case studies, which show how TL has been and can be implemented, it becomes clear that a great deal of capacity must be available on the part of the teachers. This raises a question for those responsible for the curriculum: To what extent is it possible to systematically embed TL and provide sufficient time for it? The question for geography didactics is: How can research-based teaching and learning materials be developed and made available for teachers to implement?</item> <p></p> <item> Support structures and resources are inadequate. All of the case studies mentioned here were developed outside established support structures and resources. This raises the question for educational policy-makers and textbook authors of how to provide a shared understanding of the concepts and processes of TL, supported by adequate teacher training structures, and scalable resources appropriate for different contexts and different grades.</item> </ulist> <hd id="AN0186728829-21">Limitations</hd> <p>In line with the purpose of this special issue, this article is exploratory in nature. This results in the following limitations: We have evaluated selected supranational and national documents as well as selected scientific literature, so that no claim to completeness is made here. The case studies clearly show how TL can be conceptualised. Limitations arise from the fact that these have not (yet) been empirically evaluated and some are still being tested. We also see the difficulty of measuring the impact of TL and the need to research into possible ways of doing this. This paper is therefore only the starting point for further theoretical, conceptual, and empirical research by the team of authors. We encourage the integration of TL approaches in geography education, with emphasis on active, participatory, and reflective pedagogies, advocating for policy reforms to prioritize TL in curricula, teacher training, and resource allocation and proposing further investigations into TL's long-term impacts and its scalability across diverse educational contexts (such as grades). The next step planned is a systematic textbook analysis.</p> <hd id="AN0186728829-22">Conclusion</hd> <p>We have shed light on conceptions of TL in geography education and how TL is being enacted at different levels of education systems in the global north and global south particularly related to CC. Enacting TL is a daunting and ambitious task but one which we contend must be done as a matter of urgency. Despite the constraints, both professional and systemic, which we have identified, the five case studies illuminate enabling factors for enacting TL. The insights provided by this paper may help to move the field forward by opening new avenues of research and providing opportunities for cultivating a stronger geography education voice in global discourses about the types of learning required now. Furthermore, it may provide practical ideas for improving learning and enhancing practice which curriculum developers, learning resource producers, and practitioners may find useful.</p> <hd id="AN0186728829-23">Disclosure statement</hd> <p>No potential conflict of interest was reported by the author(s).</p> <ref id="AN0186728829-24"> <title> References </title> <blist> <bibl id="bib1" idref="ref37" type="bt">1</bibl> <bibtext> Bednarz, S.W., Heffron, S., & Huynh, N.T. (Eds.). (2013). A road map for 21st century geography education: Geography education research (A report from the Geography Education Research Committee of the Road Map for 21st Century Geography Education Project). Association of American Geographers. https://media.nationalgeographic.org/assets/file/NGS_RoadMap_GERC_6-21.pdf</bibtext> </blist> <blist> <bibl id="bib2" idref="ref23" type="bt">2</bibl> <bibtext> Blum, J., Fritz, M., Taigel, J., Singer-Brodowski, M., Schmitt, M., & Wanner, M. (2021). Transformatives Lernen durch Engagement. Ein Handbuch für Kooperationsprojekte zwischen Schulen und außerschulischen Akteur*innen im Kontext von Bildung für nachhaltige Entwicklung. Umweltbundesamt. https://<ulink href="http://www.umweltbundesamt.de/publikationen/transformatives-lernen-durchengagement">www.umweltbundesamt.de/publikationen/transformatives-lernen-durchengagement</ulink></bibtext> </blist> <blist> <bibl id="bib3" idref="ref63" type="bt">3</bibl> <bibtext> Brooks, C., & Morgan, A. (2006). Theory into practice: Cases and places. Geographical Association.</bibtext> </blist> <blist> <bibl id="bib4" idref="ref67" type="bt">4</bibl> <bibtext> Brown, S., Küçük, Z. D., Rickard, A., Lonergan, J., Abernethy, R., McNerney, L., McNerney, E., Foley, R., Behan, A., Byrne, A., Essel, B., Ffrench, J., Faull, J., & Cahalane, C. (2024). The role of teacher agency in using GIS to teach sustainability: An evaluation of a lower secondary school story mapping GIS initiative in Ireland. International Research in Geographical and Environmental Education, 33 (1), 56 – 71. https://doi.org/10.1080/10382046.2023.2214044</bibtext> </blist> <blist> <bibl id="bib5" idref="ref1" type="bt">5</bibl> <bibtext> Chang, C. H., & Kidman, G. (2019). Curriculum, pedagogy and assessment in geographical education – For whom and for what purpose? Editorial. International Research in Geographical and Environmental Education, 28 (1), 1 – 4. https://doi.org/10.1080/10382046.2019.1578526</bibtext> </blist> <blist> <bibl id="bib6" idref="ref84" type="bt">6</bibl> <bibtext> Chang, C. H., & Pascua, L. (2017). The state of climate change education – Reflections from a selection of studies around the world. International Research in Geographical and Environmental Education, 26 (3), 177 – 179. https://doi.org/10.1080/10382046.2017.1331569</bibtext> </blist> <blist> <bibl id="bib7" idref="ref59" type="bt">7</bibl> <bibtext> Christens, B. D., Collura, J. J., & Tahir, F. (2013). Critical hopefulness: A person-centered analysis of the intersection of cognitive and emotional empowerment. American Journal of Community Psychology, 52 (1-2), 170 – 184. https://doi.org/10.1007/s10464-013-9586-2</bibtext> </blist> <blist> <bibl id="bib8" idref="ref8" type="bt">8</bibl> <bibtext> Christie, M., Carey, M. D., Robertson, A., & Grainger, P. (2015). Putting transformative learning theory into practice. Australian Journal of Adult Learning, 55 (1), 9 – 30. https://org/doi/10.3316/ielapa.069076554869878</bibtext> </blist> <blist> <bibl id="bib9" idref="ref34" type="bt">9</bibl> <bibtext> Collazo Expósito, L. M., & Geli de Ciurana, A. M. (2022). Un modelo de formación del profesorado de educación secundaria para la sostenibilidad. Enseñanza de las Ciencias. Revista de investigación y experiencias didácticas, 40 (1), 243 – 262. https://doi.org/10.5565/rev/ensciencias.3378</bibtext> </blist> <blist> <bibtext> Department for Education. (2013). National curriculum in England: Geography programmes of study Key Stage 3. https://assets.publishing.service.gov.uk/media/5a7b8699ed915d131105fd16/SECONDARY_national_curriculum_-_Geography.pdf</bibtext> </blist> <blist> <bibtext> Department for Education. (2019). Initial teacher education (ITT): Core content framework. https://<ulink href="http://www.gov.uk/government/publications/initial-teacher-training-itt-core-content-framework">www.gov.uk/government/publications/initial-teacher-training-itt-core-content-framework</ulink></bibtext> </blist> <blist> <bibtext> Downs, R. M. (2014). Coming of age in the geospatial revolution: The geographic self-re-defined. Human Development, 57 (1), 35 – 57. https://doi.org/10.1159/000358319</bibtext> </blist> <blist> <bibtext> Dube, C. (2017). The uptake of education for sustainable development in geography curricula in South African schools. In H. Lotz-Sisitka., O. Shumba., J. Lupele., & D. Wilmot (Eds.), Schooling for Sustainable Development in Africa (pp. 93 – 107). Springer. https://doi.org/10.1007/978-3-319-45989-9_7</bibtext> </blist> <blist> <bibtext> Esri and National Geographic Society. (2024). National Geographic MapMaker [Computer Software]. https://<ulink href="http://www.esri.com/en-us/industries/k-12-education/mapmaker">www.esri.com/en-us/industries/k-12-education/mapmaker</ulink></bibtext> </blist> <blist> <bibtext> Fitchett, J., & Grab, S. (2024, June 15). Sardine run delay: Climate change threatens SA fisheries and tourism. BizNews. https://<ulink href="http://www.biznews.com/sarenewal/2024/06/11/sardine-run-delay-climate-change">www.biznews.com/sarenewal/2024/06/11/sardine-run-delay-climate-change</ulink></bibtext> </blist> <blist> <bibtext> García de la Vega, A. (2022). Taller de narrativa científica. Aplicación didáctica sobre el cambio climático. Octaedro.</bibtext> </blist> <blist> <bibtext> Geography Education Standards Project. (1994, 2012). Geography for Life: National geography standards. National Geographic Society.</bibtext> </blist> <blist> <bibtext> Hanson, S. (2004). Who are "we. "? Annals of the Association of American Geographers, 94 (4), 715 – 722. https://doi.org/10.1111/j.1467-8306.2004.00425.x</bibtext> </blist> <blist> <bibtext> Hickman, J. (2023). Spatial thinking and GIS: Developing and assessing student competencies. International Research in Geographical and Environmental Education, 32 (2), 140 – 158. https://doi.org/10.1080/10382046.2022.2138172</bibtext> </blist> <blist> <bibtext> Konstantakatos, G., & Galani, L. (2023). How is the use of GIS in geographical and environmental education evaluated? Findings from a systematic review. International Research in Geographical and Environmental Education, 32 (2), 159 – 175. https://doi.org/10.1080/10382046.2022.2138167</bibtext> </blist> <blist> <bibtext> Lave, J., & Wenger, E. (2011). Situated learning. Legitimate peripheral participation. Cambridge University Press.</bibtext> </blist> <blist> <bibtext> Leal Filho, W., Londero Brandli, L., Pimenta Dinis, M. A., Guedes Vidal, D., Paço, A., Levesque, V., Salvia, A. L., Kozlova, V., Ávila, L. V., Fritzen, B., Abubakar, I. R., & Pace, P. (2023). International trends on transformative learning for urban sustainability. Discover Sustainability, 4 (1), 1 – 13. https://doi.org/10.1007/s43621-023-00145-7</bibtext> </blist> <blist> <bibtext> Lee, C. (2011). Wake up and smell the masala: Contested realities in urban India. Geography, 96 (2), 95 – 100. https://doi.org/10.1080/00167487.2011.12094316</bibtext> </blist> <blist> <bibtext> Lotz-Sisitka, H. (2024). Towards a politics of transgression in environmental education research: Meta-review of a T-learning research 'archive'. Australian Journal of Environmental Education, 40 (3), 549 – 573. https://doi.org/10.1017/aee.2024.62</bibtext> </blist> <blist> <bibtext> Lotz-Sisitka, H., & Lupele, J. (2017). ESD, learning and quality education in Africa: Learning today for tomorrow. In H. Lotz-Sisitka, O. Shumba, J. Lupele, & D. Wilmot (Eds.), Schooling for sustainable development in Africa (pp. 3 – 24). Springer International Publishing. https://doi.org/10.1007/978-3-319-45989-9_1</bibtext> </blist> <blist> <bibtext> Lotz-Sisitka, H., Mandikonza, C., Misser, S., & Thomas, K. (2021). Making sense of climate change in a national curriculum. In I. Schudel, Z. Songqwaru, S. Tshiningayamwe, & H. Lotz-Sisitka (Eds.), Teaching and learning for change: education and sustainability in South Africa (pp. 92 – 112). African Minds.</bibtext> </blist> <blist> <bibtext> Lotz-Sisitka, H., Schudel, I., Wilmot, D., Songqwaru, Z., O'Donoghue, R., & Chikunda, C. (2022). Transformative learning for teacher educators: Making sense of education for sustainable development (ESD) policy emphasis on transformative education. In A. Eberth, A. Goller, J. Günther, M. Hanke, V. Holz, A. Krug, K. Roncévic, & M. Singer-Brodowski (Eds.), Bildung für nachhaltige Entwicklung: Aktuelle Impulse zu Digitalisierung, Inklusion und Klimaschutz (pp. 267 – 296). Barbara Budrich.</bibtext> </blist> <blist> <bibtext> Lotz-Sisitka, H., Wals, A., Kronlid, E., & McGarry, D. (2015). Transformative, transgressive social learning: Rethinking higher education pedagogy in times of systemic global dysfunction. Current Opinion in Environmental Sustainability, 16, 73 – 80. https://doi.org/10.1016/j.cosust.2015.07.018</bibtext> </blist> <blist> <bibtext> Mäsgen, J. (2024). Klimawandelkompetenz. Theoretische Überlegungen und ein Umsetzungsvorschlag als transformatives forschendes Lernen zur Förderung von Resonanz im Kontext der sozial-ökologischen Transformation. GW-Unterricht, 174 (2), 5 – 14. https://doi.org/10.1553/gw-unterricht174s5</bibtext> </blist> <blist> <bibtext> Mezirow, J. (1978). Perspective transformation. Adult Education, 28 (2), 100 – 110. https://doi.org/10.1177/074171367802800202</bibtext> </blist> <blist> <bibtext> Mezirow, J. (1985). A critical theory of self-directed learning. In S. Brookfield (Ed.), Self-directed learning: From theory to practice (pp. 17 – 30). Jossey-Bass. https://doi.org/10.1002/ace.36719852504</bibtext> </blist> <blist> <bibtext> Mezirow, J. (1990). Fostering critical reflection in adulthood. Jossey-Bass.</bibtext> </blist> <blist> <bibtext> Mezirow, J. (1991). Transformative dimensions in adult learning. Jossey-Bass.</bibtext> </blist> <blist> <bibtext> Mezirow, J. (2000). Learning to think like an adult. Core concepts of transformation theory. In J. Mezirow (Ed.), Learning as transformation: Critical perspectives on a theory in progress (pp. 3 – 33 Jossey-Bass.</bibtext> </blist> <blist> <bibtext> Mezirow, J. (2003). Transformative learning as discourse. Journal of Transformative Education, 1 (1), 58 – 63. https://doi.org/10.1177/1541344603252172</bibtext> </blist> <blist> <bibtext> National Council for the Social Studies (NCSS). (2013). The college, career, and civic life (C3) framework for social studies state standards: Guidance for enhancing the rigor of K-12 civics, economics, geography, and history. https://<ulink href="http://www.socialstudies.org/sites/default/files/c3/C3-Framework-for-Social-Studies.pdf">www.socialstudies.org/sites/default/files/c3/C3-Framework-for-Social-Studies.pdf</ulink></bibtext> </blist> <blist> <bibtext> National Research Council. (2010). Understanding the changing planet: Strategic directions for the geographical sciences. National Academies Press. https://nap.nationalacademies.org/read/12860/chapter/1</bibtext> </blist> <blist> <bibtext> Pettig, F. (2021). Transformative Lernangebote kritisch-reflexiv gestalten. Fachdidaktische Orientierungen einer emanzipatorischen BNE. GW-Unterricht, 1 (2), 5 – 17. https://doi.org/10.1553/gw-unterricht162s5</bibtext> </blist> <blist> <bibtext> Qutoshi, S. (2022, August 22). Transformative learning. Dawn. https://<ulink href="http://www.dawn.com/news/1706188">www.dawn.com/news/1706188</ulink></bibtext> </blist> <blist> <bibtext> Raworth, K. (2012). A safe and just space for humanity: Can we live within the doughnut? (Oxfam Discussion Papers). Oxfam. https://www-cdn.oxfam.org/s3fs-public/file_attachments/dp-a-safe-and-just-space-for-humanity-130212-en_5.pdf</bibtext> </blist> <blist> <bibtext> Roberts, M. (2023). Learning through enquiry (2nd ed.). The Geographical Association.</bibtext> </blist> <blist> <bibtext> Rockström, J., Steffen, W., Noone, K., Persson, Å., Chapin, F. S. I., Lambin, E. F., Lenton, T. M., Scheffer, M., Folke, C., Schellnhuber, H. J., Nykvist, B., de Wit, C. A., Hughes, T., van der Leeuw, S., Rodhe, H., Sörlin, S., Snyder, P. K., Costanza, R., Svedin, U., ... Foley, J. A. (2009). A safe operating space for humanity. Nature, 461 (7263), 472 – 475. https://doi.org/10.1038/461472a</bibtext> </blist> <blist> <bibtext> Rodríguez-Aboytes, J. G., & Barth, M. (2020). Transformative learning in the field of sustainability: A systemic literature review (1999–2019). International Journal of Sustainability in Higher Education, 21 (5), 993 – 1013. https://doi.org/10.1108/IJSHE-05-2019-0168</bibtext> </blist> <blist> <bibtext> Rosa, H. (2016). Resonanz: Eine Soziologie der Weltbeziehung. Suhrkamp.</bibtext> </blist> <blist> <bibtext> Schlottmann, A., & Rosa, H. (2023). Resonanzpädagogik. In E. Nöthen, & V. Schreiber (Eds.), Transformative Geographische Bildung: Schlüsselprobleme, Theoriezugänge, Forschungsweisen, Vermittlungspraktiken (pp. 163 – 170). Springer Spektrum. https://doi.org/10.1007/978-3-662-66482-7_24</bibtext> </blist> <blist> <bibtext> Schreiber, V., & Nöthen, E. (2023). Transformative Geographische Bildung: Einleitung. In E. Nöthen, & V. Schreiber. (Eds.), Transformative Geographische Bildung: Schlüsselprobleme, Theoriezugänge, Forschungsweisen, Vermittlungspraktiken (pp. 1 – 8). Springer Spektrum. https://doi.org/10.1007/978-3-662-66482-7_1</bibtext> </blist> <blist> <bibtext> Schudel, I., Songqwaru, Z., Tshiningayamwe, Z., & Lotz-Sisitka, H. (2021). Engaging education for sustainable development as quality education in the fundisa for change programme. In I. Schudel, Z. Songqwaru, S. Tshiningayamwe, & H. Lotz-Sisitka (Eds.), Teaching and learning for change: Education and sustainability in South Africa (pp. 3 – 25). African Minds.</bibtext> </blist> <blist> <bibtext> Singer-Brodowski, M. (2016). Transformative Bildung durch transformatives Lernen. Zur Notwendigkeit der erziehungswissenschaftlichen Fundierung einer neuen Idee. Zeitschrift Für Internationale Bildungsforschung Und Entwicklungspädagogik, 39 (1), 13 – 17. https://doi.org/10.25656/01:15443</bibtext> </blist> <blist> <bibtext> Strauss, A. L., & Corbin, J. M. (2010). Grounded theory: Grundlagen qualitativer Sozialforschung. Beltz.</bibtext> </blist> <blist> <bibtext> Taylor, E. W. (2017). Transformative learning theory. In A. Laros, T. Fuhr, & E. W. Taylor (Eds.), Transformative learning meets bildung (pp. 17 – 29). Sense Publishers.</bibtext> </blist> <blist> <bibtext> Taylor, E. W., & Cranton, P. (2013). A theory in progress? Issues in transformative learning theory. European Journal for Research on the Education and Learning of Adults, 4 (1), 35 – 47. https://doi.org/10.25656/017705. https://doi.org/10.3384/rela.2000-7426.rela5000</bibtext> </blist> <blist> <bibtext> United Nations. (2015). Transforming our world: The 2030 agenda for sustainable development. https://sdgs.un.org/sites/default/files/publications/21252030%20Agenda%20for%20Sustainable%20Development%20web.pdf</bibtext> </blist> <blist> <bibtext> UNESCO. (2020). Education for sustainable development: A roadmap. https://<ulink href="http://www.gcedclearinghouse.org/sites/default/files/resources/200782eng.pdf">www.gcedclearinghouse.org/sites/default/files/resources/200782eng.pdf</ulink></bibtext> </blist> <blist> <bibtext> UNESCO. (2021a). International commission on the futures of education report: Reimagining our futures together: A new social contract for education. Executive Summary. https://doi.org/10.54675/ASRB4722</bibtext> </blist> <blist> <bibtext> UNESCO. (2021b). UNESCO 2030 Learn for our planet: A global review of how environmental issues are integrated in education. https://unesdoc.unesco.org/ark:/48223/pf0000377362</bibtext> </blist> <blist> <bibtext> UNESCO MGIEP. (2017). Textbooks for sustainable development. A guide to embedding. https://unesdoc.unesco.org/ark:/48223/pf0000259932</bibtext> </blist> <blist> <bibtext> Vare, P., & Scott, W. (2007). Learning for a change: Exploring the relationship between education and sustainable development. Journal of Education for Sustainable Development, 1 (2), 191 – 198. https://doi.org/10.1177/097340820700100209</bibtext> </blist> <blist> <bibtext> Vogel, C., Misser, S., & Vallabh, P. (2013). Teaching climate change. Fundisa for change programme. Rhodes University, Environmental Learning Research Centre.</bibtext> </blist> <blist> <bibtext> Walker, S. L. (2018). Development and validation of an instrument for assessing transformative learning: The transformative learning environments survey (TLES). Journal of Transformative Learning, 5 (1), 23 – 45.</bibtext> </blist> <blist> <bibtext> Wilmot, D., & Brooks, C. (2024). Addressing global challenges in geographical education: Perspectives from the CGE Springer book series. International Research in Geographical and Environmental Education, 33 (3), 193 – 209. https://doi.org/10.1080/10382046.2023.2281696</bibtext> </blist> <blist> <bibtext> Wilson, S. (2022, July 7). Gi pedagogy: Curriculum hub. https://gi-pedagogy-teacher-training.hub.arcgis.com/</bibtext> </blist> <blist> <bibtext> Wilson, S. (2024, July 7). GI pedagogy: Curriculum hub. https://sites.google.com/view/gipedagogycurriculumhub?usp=sharing</bibtext> </blist> <blist> <bibtext> Wissenschaftlicher Beirat der Bundesregierung Globale Umweltveränderungen (WBGU). (2011). World in transition. A social contract for sustainability. https://<ulink href="http://www.wbgu.de/fileadmin/user%5fupload/wbgu/publikationen/hauptgutachten/hg2011/pdf/wbgu%5fjg2011%5fen.pdf">www.wbgu.de/fileadmin/user%5fupload/wbgu/publikationen/hauptgutachten/hg2011/pdf/wbgu%5fjg2011%5fen.pdf</ulink></bibtext> </blist> <blist> <bibtext> Yildirim, M., & Yelkin, T. (2020). The development of transformative learning scale for information and communication technologies. Technology, Knowledge and Learning, 25 (4), 989 – 1006. https://doi.org/10.1007/s10758-019-09424-7</bibtext> </blist> </ref> <aug> <p>By Di Wilmot; Sarah Witham Bednarz; Munazza Fatima; Alfonso Garcia de la Vega; Regula Grob; Johanna Mäsgen and Sophie Wilson</p> <p>Reported by Author; Author; Author; Author; Author; Author; Author</p> </aug> <nolink nlid="nl1" bibid="bib60" firstref="ref2"></nolink> <nolink nlid="nl2" bibid="bib30" firstref="ref3"></nolink> <nolink nlid="nl3" bibid="bib51" firstref="ref4"></nolink> <nolink nlid="nl4" bibid="bib27" firstref="ref5"></nolink> <nolink nlid="nl5" bibid="bib25" firstref="ref6"></nolink> <nolink nlid="nl6" bibid="bib47" firstref="ref7"></nolink> <nolink nlid="nl7" bibid="bib28" firstref="ref9"></nolink> <nolink nlid="nl8" bibid="bib59" firstref="ref10"></nolink> <nolink nlid="nl9" bibid="bib64" firstref="ref11"></nolink> <nolink nlid="nl10" bibid="bib21" firstref="ref14"></nolink> <nolink nlid="nl11" bibid="bib22" firstref="ref15"></nolink> <nolink nlid="nl12" bibid="bib52" firstref="ref16"></nolink> <nolink nlid="nl13" bibid="bib43" firstref="ref17"></nolink> <nolink nlid="nl14" bibid="bib53" firstref="ref18"></nolink> <nolink nlid="nl15" bibid="bib55" firstref="ref19"></nolink> <nolink nlid="nl16" bibid="bib56" firstref="ref20"></nolink> <nolink nlid="nl17" bibid="bib63" firstref="ref21"></nolink> <nolink nlid="nl18" bibid="bib48" firstref="ref22"></nolink> <nolink nlid="nl19" bibid="bib46" firstref="ref24"></nolink> <nolink nlid="nl20" bibid="bib31" firstref="ref26"></nolink> <nolink nlid="nl21" bibid="bib32" firstref="ref27"></nolink> <nolink nlid="nl22" bibid="bib34" firstref="ref28"></nolink> <nolink nlid="nl23" bibid="bib35" firstref="ref29"></nolink> <nolink nlid="nl24" bibid="bib24" firstref="ref31"></nolink> <nolink nlid="nl25" bibid="bib39" firstref="ref35"></nolink> <nolink nlid="nl26" bibid="bib17" firstref="ref36"></nolink> <nolink nlid="nl27" bibid="bib36" firstref="ref38"></nolink> <nolink nlid="nl28" bibid="bib41" firstref="ref40"></nolink> <nolink nlid="nl29" bibid="bib18" firstref="ref43"></nolink> <nolink nlid="nl30" bibid="bib37" firstref="ref44"></nolink> <nolink nlid="nl31" bibid="bib12" firstref="ref46"></nolink> <nolink nlid="nl32" bibid="bib38" firstref="ref48"></nolink> <nolink nlid="nl33" bibid="bib57" firstref="ref49"></nolink> <nolink nlid="nl34" bibid="bib40" firstref="ref50"></nolink> <nolink nlid="nl35" bibid="bib42" firstref="ref51"></nolink> <nolink nlid="nl36" bibid="bib29" firstref="ref52"></nolink> <nolink nlid="nl37" bibid="bib33" firstref="ref53"></nolink> <nolink nlid="nl38" bibid="bib44" firstref="ref55"></nolink> <nolink nlid="nl39" bibid="bib45" firstref="ref56"></nolink> <nolink nlid="nl40" bibid="bib49" firstref="ref57"></nolink> <nolink nlid="nl41" bibid="bib50" firstref="ref58"></nolink> <nolink nlid="nl42" bibid="bib10" firstref="ref60"></nolink> <nolink nlid="nl43" bibid="bib11" firstref="ref61"></nolink> <nolink nlid="nl44" bibid="bib14" firstref="ref62"></nolink> <nolink nlid="nl45" bibid="bib19" firstref="ref64"></nolink> <nolink nlid="nl46" bibid="bib61" firstref="ref65"></nolink> <nolink nlid="nl47" bibid="bib62" firstref="ref66"></nolink> <nolink nlid="nl48" bibid="bib23" firstref="ref68"></nolink> <nolink nlid="nl49" bibid="bib20" firstref="ref69"></nolink> <nolink nlid="nl50" bibid="bib16" firstref="ref70"></nolink> <nolink nlid="nl51" bibid="bib26" firstref="ref73"></nolink> <nolink nlid="nl52" bibid="bib13" firstref="ref74"></nolink> <nolink nlid="nl53" bibid="bib58" firstref="ref76"></nolink> <nolink nlid="nl54" bibid="bib15" firstref="ref78"></nolink>
Header DbId: eric
DbLabel: ERIC
An: EJ1477531
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Transformative Learning in Geography Education: International Perspectives and Practices
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Di+Wilmot%22">Di Wilmot</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8184-4624">0000-0001-8184-4624</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sarah+Witham+Bednarz%22">Sarah Witham Bednarz</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7775-7488">0000-0002-7775-7488</externalLink>)<br /><searchLink fieldCode="AR" term="%22Munazza+Fatima%22">Munazza Fatima</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1005-9001">0000-0002-1005-9001</externalLink>)<br /><searchLink fieldCode="AR" term="%22Alfonso+Garcia+de+la+Vega%22">Alfonso Garcia de la Vega</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5767-3984">0000-0001-5767-3984</externalLink>)<br /><searchLink fieldCode="AR" term="%22Regula+Grob%22">Regula Grob</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6182-8061">0000-0001-6182-8061</externalLink>)<br /><searchLink fieldCode="AR" term="%22Johanna+Mäsgen%22">Johanna Mäsgen</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0001-2511-4421">0009-0001-2511-4421</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sophie+Wilson%22">Sophie Wilson</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9232-857X">0000-0001-9232-857X</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22International+Research+in+Geographical+and+Environmental+Education%22"><i>International Research in Geographical and Environmental Education</i></searchLink>. 2025 34(3):254-273.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 20
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: Audience
  Label: Intended Audience
  Group: Audnce
  Data: Practitioners
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Geography+Instruction%22">Geography Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Transformative+Learning%22">Transformative Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Climate%22">Climate</searchLink><br /><searchLink fieldCode="DE" term="%22Cross+Cultural+Studies%22">Cross Cultural Studies</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Projects%22">Student Projects</searchLink><br /><searchLink fieldCode="DE" term="%22Geographic+Information+Systems%22">Geographic Information Systems</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education%22">Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Sustainability%22">Sustainability</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Switzerland%22">Switzerland</searchLink><br /><searchLink fieldCode="DE" term="%22Germany%22">Germany</searchLink><br /><searchLink fieldCode="DE" term="%22United+Kingdom+%28England%29%22">United Kingdom (England)</searchLink><br /><searchLink fieldCode="DE" term="%22Spain%22">Spain</searchLink><br /><searchLink fieldCode="DE" term="%22South+Africa%22">South Africa</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1080/10382046.2025.2473104
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1038-2046<br />1747-7611
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This paper critically reflects on how transformative learning (TL) is described both conceptually and as a process in the literature in different fields and national contexts. We articulate a definition of TL and justify why geography education is an ideal vehicle for enabling it. This is followed by a series of case studies explaining how TL can be and is being implemented in the curriculum topic of climate change in different countries. The findings of the analysis of the case studies are used to make propositions for further development and enactment of TL in geography education. The insights provided by this paper may help to move the field forward by opening new avenues of research and providing opportunities for cultivating a stronger geography education voice in global discourses about the types of learning required in a time of socio-ecological crisis and rapid societal change. Furthermore, it may provide practical ideas for improving learning and enhancing teaching practices which curriculum developers, learning resource producers, and practitioners may find useful.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2025
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1477531
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1477531
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/10382046.2025.2473104
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 20
        StartPage: 254
    Subjects:
      – SubjectFull: Geography Instruction
        Type: general
      – SubjectFull: Transformative Learning
        Type: general
      – SubjectFull: Climate
        Type: general
      – SubjectFull: Cross Cultural Studies
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Elementary Education
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Secondary Education
        Type: general
      – SubjectFull: Student Projects
        Type: general
      – SubjectFull: Geographic Information Systems
        Type: general
      – SubjectFull: Higher Education
        Type: general
      – SubjectFull: Teacher Education
        Type: general
      – SubjectFull: Sustainability
        Type: general
      – SubjectFull: Switzerland
        Type: general
      – SubjectFull: Germany
        Type: general
      – SubjectFull: United Kingdom (England)
        Type: general
      – SubjectFull: Spain
        Type: general
      – SubjectFull: South Africa
        Type: general
    Titles:
      – TitleFull: Transformative Learning in Geography Education: International Perspectives and Practices
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Di Wilmot
      – PersonEntity:
          Name:
            NameFull: Sarah Witham Bednarz
      – PersonEntity:
          Name:
            NameFull: Munazza Fatima
      – PersonEntity:
          Name:
            NameFull: Alfonso Garcia de la Vega
      – PersonEntity:
          Name:
            NameFull: Regula Grob
      – PersonEntity:
          Name:
            NameFull: Johanna Mäsgen
      – PersonEntity:
          Name:
            NameFull: Sophie Wilson
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 1038-2046
            – Type: issn-electronic
              Value: 1747-7611
          Numbering:
            – Type: volume
              Value: 34
            – Type: issue
              Value: 3
          Titles:
            – TitleFull: International Research in Geographical and Environmental Education
              Type: main
ResultId 1