Transformative Learning in Higher Education: An Assessment of Student Knowledge

Sivakamasundari Pitchaipillai

doi:10.36948/ijfmr.2025.v07i05.53524

Transformative Learning in Higher Education: An Assessment of Student Knowledge

Author(s)	Ms. Sivakamasundari Pitchaipillai
Country	India
Abstract	Introduction: In higher education, transformative learning serves as an important instructional method that fosters deep intellectual engagement that fosters reflective analysis, self-awareness, and substantial changes in students’ viewpoints, leadership, and professional identity. Despite its growing relevance, there is limited empirical evidence on students’ understanding of its principles and strategies. This study aimed to assess the knowledge level of transformative learning among nursing students in higher education. Methods: A quantitative descriptive design was used. A structured questionnaire with 15 items and 5-point Likert scale assessed knowledge of critical thinking, reflective practice, and experiential learning. A total of 53 nursing students were selected via purposive sampling (26 from IV semester, 27 from V semester). Descriptive statistics categorized knowledge levels, and Chi-square tests examined associations with demographic variables. Results: Among 53 students, 30.2% (n = 16) had good knowledge, 64.2% (n = 34) had average knowledge, and 5.6% (n = 3) had poor knowledge. Age was significantly associated with knowledge level (χ² = 21.96; p < 0.05), indicating higher awareness among older students. No significant association was found with semester (χ² = 3.04; p > 0.05) or prior exposure to transformative learning (χ² = 0.707; p > 0.05). On the 5-point Likert scale, 58.5% showed moderate understanding of critical reflection, 52.8% of perspective transformation, and 52.8% showed high understanding of experiential learning. Discussion: Findings underscore the need to introduce transformative learning principles early in the curriculum. While most students showed moderate understanding, deeper conceptual clarity was limited. Organized reflective practices combined with experiential learning approaches are crucial for effective application. Although widely used, the term “transformative learning” is not always consistently applied in teaching and learning. Future qualitative studies are recommended to explore students’ lived experiences for deeper insights.
Keywords	Assessment, Knowledge, Transformative Learning, Higher Education
Field	Medical / Pharmacy
Published In	Volume 7, Issue 5, September-October 2025
Published On	2025-10-28
DOI	https://doi.org/10.36948/ijfmr.2025.v07i05.53524

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Transformative Learning in Higher Education: An Assessment of Student Knowledge

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