Exploring Pedagogical Competencies for Transformative Teaching and the Role of Transformative Pedagogy in Higher Education: Fostering Reconnection to Self, Others, and Nature

Transformative pedagogies for ESD and RD

Salonen and Siirilä (2019, p.1) state that “transformative pedagogies for sustainable development encourage learners to change the direction of development that seems to be inevitable by enhancing their awareness, understanding of complexities, empathy, compassion and empowerment.” When applying an epistemic learning approach through transformative learning, education can shift one’s perception of reality (see Figure 1), allowing one to evaluate their worldviews and actions in a systemic and holistic manner. This ultimately changes people’s behaviour, thinking, and lifestyles that support sustainable development and action (Salonen & Siirilä, 2019). According to Kim and Slapac (2015), TP as a practice encourages the development of critical thinking capabilities amongst students. It allows reflective decision-making and the use of critical thought in personal contexts and social actions. Moreover, the TP approach empowers educators to address the connection to humans, ethics, and nature simultaneously, allowing human flourishing and a sustainable future (Salonen & Siirilä, 2019). Rogers (1994) proposes five dimensions of individual’s activity to highlight the expansive nature of transformative pedagogies and the scope of its effects: cognitive (knowledge and rational thinking), affective (emotions and knowledge combined), existential (questioning one’s values, living and self-perception), empowerment (engagement and responsibility), and action (making choices and acting).

Figure 1

A comprehensive understanding of TP requires a thorough discussion of educators’ skills. Thus, this article will present and elaborate on the individual and collective competencies required for TP while examining its implications in the context of this research.

The role of wisdom and ego-descending practices in TP

Personal wisdom is an essential competency of an educator practicing transformative teaching methods. The concept of wisdom is closely connected with the idea of creating positive mental spaces in (regenerative) education and opening space for regenerative potential (Smith et al., 2020). Grossmann (2017) conceptualises wisdom in four facets of cognition: intellectual humility, appreciation of others/broader perspectives, ability to seek compromise and the inclusion of varying opinions, and recognition of the possibility of change and uncertainty in social relations. Finding a positive balance between instrumental cleverness and natural moral conduct is crucial in the process of approaching challenges, evaluating and respectively acting upon critical situations and questions (Kristjánsson, 2020), which are the essential characteristics of educators applying TP. Educators manage uncertainty, ambiguity and complexity, creatively engage in the process and learn from real-world experiences by engaging with and actively relating to the real world (Jakubik, 2018). Moreover, educators cannot be satisfied with a superficial understanding of the problems they face academically, which means that when working with regenerative questions and practices, they must have the capacity to question the roots of the problems and seek a deep understanding of the validity of tasks and problems (Smith et al., 2020).

Wisdom studies in contemporary psychology employ criteria to examine individuals based on sense-making and their ability to evaluate issues from multiple perspectives (reflective), in relation to the self and others (affective) and based on their understanding of the world and human life (cognitive) (Kristjánsson, 2020). Professionals who are repeatedly exposed to life, and work-related dilemmas are more likely to develop wisdom and their leadership capabilities (Kristjánsson, 2020). Studies highlight the importance of applying self-distancing or ego-descending cognitive mindset to enhance wisdom and reasoning (Grossman, 2017; Garland et al., 2015) in the context of transformative teaching. Grossman (2017) describes it as a shift in perspective, from an individual’s first-person point of view towards a selfless third-person perspective in interpreting situations. In the fields of clinical and social psychology, research suggests that ego-descending reflection results in lower emotional distress and improved judgement and performance (Garland et al., 2015). Similarly, ego-descending reflection is likely to enhance an individual’s awareness of their emotions, behaviour, and environmental events in the practice of mindfulness training (Garland et al., 2015).

Looking back at the dimensions of TP proposed by Rogers (1994), enhanced wise thinking acts as an essential foundation for regenerative education in the quest for a sustainable world. Hence, based on the literature, the development of wisdom amongst educators must be emphasised in the process of developing and applying TP in practice.

Spiritual intelligence, mindfulness and reflection for TP

Wise thinking can be practised and enhanced like any other type of cognition when the person finds themselves in a suitable physical and mental environment. Commonly, spirituality is essentially intertwined with the idea of wisdom. In this context, spiritual practice gives a person the capacity to question the meaning and value of their life, enrich inner consciousness, and generate hope and confidence in one’s capacity to overcome life challenges (Lazar, 2017). Lazar (2017) describes Spiritual Intelligence (SQ) as a state of alignment between one’s consciousness (mind) and the basis of the human being (soul). SQ contributes both to the attainment of personal fulfilment and the development of societies and cultures. It serves as a thread that connects all human beings, creating a sense of collective being and connection to their self, the world, and nature (Lazar, 2017). This makes SQ a vital component of reconnection to self, others, and nature (SON).

Rational Intelligence (IQ) and Emotional Intelligence (EQ) are prioritised in the current higher educational framework. Lazar (2017) critiques this by suggesting that even in combination, IQ and EQ are not enough to comprehend the complexity of life and its events. He further argues that this is the reason why SQ is essential (Lazar, 2017). Research on the topic shows a positive relationship between spirituality and research performance in higher educational settings and beyond (Upadhyay, 2017). According to Roohani and Darvishy (2015), educators engaged in personal or community spiritual practice demonstrate an increased degree of responsibility, creativity, courage, confidence and presence while teaching. Furthermore, the teachers with high SQ are more successful in interpersonal relationships and are confident in their academic ambitions (Roohani & Darvishy, 2015).

The development of psychological resilience and a sense of prosperity and thriving become more pronounced in a person’s life through reappraisals and adaptation in the context of mindfulness practice (Garland et al., 2015). Focusing on eudaimonic or meaningful goals appears to be a critical component in establishing a sustainable and positive improvement in one’s well-being (Garland et al., 2015). Additionally, Garland et al. (2015) state that positive reappraisal serves as a cognitive strategy in evaluating traumatic experiences to gain a deeper understanding of their life, reconstruct their view of situations and see their experiences as meaningful and growth-promoting. Positive emotion regulation practices, such as mindfulness or reappraisal, can be used to generate wisdom and insight discussed above and to improve one’s mental and emotional health that could result to behavioural and physiological improvements (Garland et al., 2015). People capable of such evaluations can understand their life in the broader context of living systems and can engage with their experiences in a mindful manner, which will make regenerative sustainability and transformation possible (Gibbons, 2020). Thus, mindfulness serves as a bridge between the cognitive evaluation of experiences and the resulting actions which embodies the essence of TP in sustainable development.

Reflection on one’s performance, knowledge and attitude is crucial to successful teaching practice. It should serve as the most important goal in teachers’ education (Ketonen & Nieminen, 2023; Körkkö et al., 2016). Reflection allows one to learn new educational concepts and theories and to adapt one’s teaching methods, as a consequence. Kristjánsson (2020) argues that the individual’s ability for critical and constructive reflection is crucial to the evaluation of wisdom. Lynch, McNamara and Seery (2012) argue that the incorporation of self- and peer assessment encourages reflective practice and supports educators in self and peer evaluation of their work and teaching methods. Moreover, the development of teacher identity is closely tied to interaction and social context (Körkkö et al., 2016). Reflective practices create opportunities for dialogue that allows teachers to reevaluate the meaning of their work and to develop their confidence –as educators and not just as teachers (Körkkö et al., 2016). Reflective practices are also influential in stimulating students’ critical thinking skills and promoting deeper approaches to learning (Ketonen & Nieminen, 2023; Lynch et al., 2012).

Knowledge co-creation

A community’s culture towards knowledge acquisition and interpretation practices must also be considered aside from individual competencies. Jakubik (2018) proposes a framework of ecosystem knowledge co-creation, which suggests a shift in thinking about knowledge generation, which emphasises co-creation. Human interaction and an understanding of knowledge generation, application and practice are critical to this (Jakubik, 2018). Similarly, exchange and use of imagination encourage a careful consideration of worldviews respectively (Salonen & Siirilä, 2019). Kim and Slapac (2015) suggest that TP can be achieved through the process of interactive co-creation and collaboration between the students and their teachers, due to the application of the multidimensional nature of the pedagogical practice. This highlights the importance of creating spaces where students learn through diverse approaches in connecting knowledge from multiple disciplines (Kim & Slapac, 2015). People develop a common understanding of the practice through collaboration and shared goals and sense of purpose (Jakubik, 2018).

Many modern organisations like educational institutions consider knowledge as an asset. However, Jakubik (2018) argues that it is crucial to change the customary attitudes towards education. Knowledge should be seen as being continuously socially co-created, constructed and embedded in work. Collaborative social learning play key roles in the co-creation and absorption of knowledge, which is why emphasis should be given on the co-creation aspect in both student-to-student and student-to-educator interactions. The latter opens the minds of teachers in the students’ contributions in knowledge creation and the ever-growing nature of knowledge. The recognition and application of the co-creation of cross-dimensional knowledge within the learning community will lead to the successful implementation and application of transformative education and learning in practice (Jakubik, 2018).

Existing studies suggest the growing relevance and interest in transformative pedagogical practices. Modern scholars and institutions in the field of Education for Sustainable Development (ESD) invest in rethinking and reconceptualising their teaching and learning methods. This study, in particular, focused on real-life experiences of educators employing TP in their teaching practice to assess the effectiveness of transformative methods in practice and to identify the conditions essential for their successful implementation. Using a qualitative approach, the research explored the educators’ competencies for transformative teaching, along with effective practices and common barriers to successful implementation. It contributes to offering educators and higher education institutions an overview of the individual and collective competencies that require further development when seeking reconnection to SON within ESD and higher education in general.

Research objective

The purpose of this study was to explore how transformative pedagogy can lead to reconnection to SON in a higher educational setting.

Main research question

How can transformative pedagogy lead to reconnection to SON in a higher educational setting?

Sub-questions

1. What pedagogical competencies are needed for the application of transformative pedagogy in practice?

2. What are the best practices for introducing transformative pedagogies in the higher educational setting in the process of fostering reconnection to SON?

3. What are the barriers to transformative pedagogy in higher educational settings?

Sampling methods

The interviewees were selected through purposive sampling based on their (1) current occupation in or professional relation to TP, (2) professional background in TP, (3) academic background in TP, and (4) cultural background. The criteria were established to capture both similarities and differences within individual experiences and understanding of TP (Palinkas et al., 2015). The criteria eliminate the risk of obtaining biased information or underrepresentation of the diversity of ideas and views associated with the subject.

Additionally, snowball sampling was applied to make use of the networks of existing research participants and other stakeholders. The researcher was referred by initial participants to other individuals in the field who were fit for the research objectives. This gave the researcher access to practitioners and experts who had significant contributions to the findings of this study (Kumar, 2018). An overview of the interview participants and their backgrounds can be seen below (Figure 3).

Figure 3

Data collection methods

The data collection procedure was designed as a mixed-method strategy, mainly focusing on in-depth semi-structured interviews with professionals and pioneers of TP methods, combined with desk research. Each interview lasted 60–90 minutes and followed a predetermined protocol with general questions but allowed flexibility for participants to add relevant information and ask questions (see Appendix 1: Interview Protocol). All interviews, three of which took place online and one in person, were audio recorded for transcription and coding purposes.

Methods for data analysis

A combination of deductive and inductive coding took place during the analysis of the research outcomes. All interviews were transcribed, and the findings were coded deductively, according to the predetermined codes based on the conceptual framework. Deductive coding was used to identify patterns, trends and themes reoccurring throughout the interviews, thus contextualising existing theoretical knowledge (Ravitch & Riggan, 2012). Next, new ideas emerging from the interviews were coded inductively and represented visually. This created a better overview of the data and facilitated the categorisation of the individual codes.

By using the traditional coding method for interview analysis, primary and secondary codes were formulated. Primary codes are associated explicitly with a fragment or fragments of information shared by the interviewees, whereas secondary codes were formulated by the researcher derived from their understanding and interpretation of that information (Kanygin & Koretckaia, 2021). All the emergent codes were put in visual maps, creating explicit links between the primary and secondary codes (Kanygin & Koretckaia, 2021), subsequently offering a comprehensive overview of the data at hand. Codes and categories that emerged from the coding process were interpreted in relation to the conceptual framework used in this study as well as available academic literature.

Quality assurance

All interviews were recorded and were subject to member checks to ensure the credibility of the findings (Stahl & King, 2020). On the other hand, the interview outcomes were compared, and overlaps in knowledge were identified to assure credibility. The findings were considered credible if confirmed by multiple participants. All methods and decisions concerning this study were discussed with the research supervisor and are explicitly presented in this paper, thus, ensuring the transparency of the research process. The dependability of the study was ensured by using a consistent and reliable research design (Korstjens & Moser, 2017). Purposive sampling was applied, and all research procedures were documented in detail, allowing the replication of the strategy in similar qualitative studies, which ensured transferability (Stahl & King, 2020). Through adherence to the research protocol, all interviews were consistent and easily compatible, thus, allowing increased confirmability (Korstjens & Moser, 2017).

Ethical considerations & privacy

Prior to the interviews, the research protocol was approved by the research coordinator to ensure all questions and procedures adhere to ethical standards. Interviewees filled out and submitted participatory consent forms (see Appendix 2: Consent Form) and were informed of the purpose of the study and how the information gathered from them would be used (Kumar, 2018). Each interview was recorded for transcription purposes, which all participants assented to. The transcripts were shared with each participant to give them the opportunity to confirm the information and to eliminate the risk of misinterpretation. The interviewees had full ownership over the extent and depth of the information that was included in the research.

Both transcripts and the interviewee’s personal information have been kept confidential. To ensure anonymity, personal data was represented in a numerical system to ensure their complete privacy. A unique number was assigned to each interviewee (please see Figure 3) which will be used to indicate the origin of the statements presented in the following section.

Transformative pedagogy in ESD

When the research participants were asked about their understanding of TP, everyone explicitly stated that TP goes beyond the classroom setting and the context of formal teaching. TP directs the practitioners and the learners towards deeper questioning and understanding of the world through engagement with experiential rather than theoretical processes and practices (3). Transformative education in sustainable development begins with an emphasis on the interconnectedness of all dimensions of sustainability, as well as a holistic understanding and interpretation of that knowledge (Maijala et al., 2023).

Some interviewees speak of the individual internal work of the educators which encompasses the embodiment of transformative practices and qualities (1, 2, 3, 4), while some refer to TP as involving social change (1). TP is commonly viewed as a practice of exploring and understanding internal human factors and qualities. As it interacts with external variables, TP can lead to transformation and change. Individual and collective dimensions of transformation are co-dependent and hence must be considered equally when applying TP in higher educational settings.

Educator’s competencies for TP in higher education

By examining the insights gathered from participants, this section highlights the key personal and relational skills that are essential for effective transformative teaching practices. Figure 4 visualises the key competencies discovered, combining the conceptual framework with the insights provided by research participants.

Figure 4

The role of dialogue and emotion in TP for ESD

Beyond the educator’s competencies discussed above, many transformative education models for sustainable development focus on communication and learning through dialogue. Pluralistic education and worldview are seen as essential pillars of transformation in both individual and societal realms, creating the bridge between the two. Englund (2006) proposes a framework for deliberative communication that emphasises the importance of a dialogue, where opposing ideas are presented, challenged, and heard by involved parties. This should lead to a consensus between parties and challenge habits and practices those lead to. Participant 1 shares a practical example of how a similar teaching method was successfully implemented. After a conversation on an ambiguous and emotionally challenging topic in class, “nothing was decided but everything changed in the room. […] Even though there was no resolution, there was transformation.”

In TP, opposing ideas are not cancelled, instead they are acknowledged and viewed as symbiotic, since pluralistic societies require multiple solutions and perspectives on complex problems (Ojala, 2013). Englund (2006) argues that with deliberative communication, respect and tolerance through deep uninterrupted listening are key elements for constructive dialogue. These ideas were supported by the participants, affirming that non-judgement is one of the key competencies for all the parties in the learning community (2), along with the ability to listen to both comforting or confronting ideas sans reactiveness or defensiveness (1, 4). As Participant 3 suggested, transformative teaching practice requires acceptance of students having different or opposing values to their own.

Ojala (2013) states that an emotional reaction is common to deliberative communication or a similar framework in ESD. The author argues that emotional reaction often represents one’s values, worldviews, and past experiences. In transformative education, emotions play an important role because they connote authenticity, ambition and expression appraisal (4, 3, 1). Thus, emotional reactions should not be repressed nor judged. However, it is crucial for educators and students to be in touch with their emotions and triggers, knowing how and when to calm their nervous systems and respond appropriately in difficult situations (1).

Shared mentality for reconnection to SON

Applying the principles of TP in reconnecting to SON requires a mentality shift, specifically focusing on the learning community. Building a resilient interconnected community of autonomous individuals is necessary for seeking reconnection to SON.

According to Participant 4, education is a space for gathering experience and possibility, a space for observing the emergent. Education is also a space for discovering oneself and others whilst building a shared understanding of individual and communal values (1). It is fundamental to build a shared sense of purpose and set of principles in the community to start the movement towards reconnection to SON (4). Initially, discussions around the issues of disconnection and transformation are necessary, which may uncomfortable and difficult for many (2).

Collective level transformation demands understanding and acknowledgement of past traumas and baggage. The community must be trauma-informed and nervous system-informed and must give space to living through the pain and healing at everyone’s own pace (1, 2). A container for collective transformation can be created through discussions of discomfort and pain of individuals, communities, and the world at large. This entails the creation of a space where the whole human is recognised in understanding and acknowledging everyone’s trauma and differences (1). Participant 4 further notes that a transformative environment engages people of polymathic capacities and individuals from diverse backgrounds who co-create knowledge based on community-guiding values, principles, and needs. A transformative learning environment must serve as a space for self-expression and self-alteration from one’s trauma, baggage, and limiting narrative, which are either internally formulated or externally enforced upon individuals (4). Participant 1 emphasised the importance of openly acknowledging and, despite it being challenging, practicing appreciation and gratitude for an individual’s or the community’s wounding through collective processing that applies contemplative pedagogical practices. With each individual’s unique background, transformation should not be enforced, and only the individual can decide when and how this happens (1).

Transformative pedagogy in practice

Barriers and limitations in reconnecting to SON through TP

Despite the opportunities and improvement in higher education, there are existing limitations and barriers to the practical implementation of TP. Firstly, the categorisation in higher education of students through standardised assessment procedures can be a strong impediment in the process of transformation (1, 4, 3). Participants suggest that instead of following the norms of an industrial or mainstream university that promote standardised formats of assessments, those who seek transformation and reconnection must focus on supporting the development of self-sufficient and autonomous individuals and not just on efficiency and productivity (4). It is crucial to interrogate the pass/fail system promoted by mainstream academic settings, because “no one will fail” (Participant 4). Consequently, the interviewees call for the re-evaluation and re-design of the meaning and methods of academic assessment. Participant 3 expresses that in transformative education we need to “de-institutionalize our understanding of assessment.” The research participants underscored that student products in class do not comprehensively represent their learnings and growth. Thus, instead of focusing on the products, the assessment must be done on intentions and processes (3, 2).

Secondly, hierarchies must be set aside to create space for equality between students and educators. Language can play a crucial role in this transition, emphasising increased awareness and intentions established by the learning community. As an exemplary practice, Participants 4 and 3 propose addressing students as scholars or colleagues, who are currently in a different stage of their careers.

Finally, Participant 1 mentioned that professionals in mainstream higher education resist the language of spirituality, suggesting that educators fear acknowledging, expressing, and letting go of their worries and emotional blockage. According to Participant 2, separation and divergence of needs and realities of different people cause disconnection, which impedes transformation and reconnection to SON. Transformation is not only a difficult process but also an enduring one. The interest and willingness to immerse in TP must come first from the educators themselves (3). Participant 3 also mentions that existing limiting environments in higher educational settings prevent TP from flourishing among inexperienced educators who are socialised professionally through mainstream pedagogical strategies. Thus, it is important to engage experienced educational professionals in transformative work and to train neophyte educators in TP. However, continuous professional development is sometimes undervalued or inaccessible for educational professionals due to schedule restrictions and heavy workloads prevalent in modern-day education (3).

Pedagogical competencies needed for implementing TP in practice

During the interviews, all participants agreed with the framework proposed by the study. There was consensus on the importance of spiritual intelligence, mindfulness, reflection and knowledge co-creation and their essential contribution to TP. Living with spiritual intelligence and mindfulness practices at the forefront encourages others to follow a similar or complementary trajectory, thus enhancing co-creation and deeper connectedness between individuals and groups. As experienced educational professionals, all participants shared this logic to a degree. Going beyond the framework, some of the essential competencies proposed by literature and the participants were authenticity, confidence, non-judgement, receptiveness, patience, empathy, and acceptance from educators to be learners themselves. Once all the above aspects are understood and embodied by an educator, the learning environment can facilitate transformation.

Best TP practices for reconnection to SON in higher education

Meditation and grounding practices within and beyond the classrooms; constructive, critical and authentic conversations; and the implementation of arts in higher education were the best practices identified by the interviewees. Communal mentalities necessary for creating a space for transformation and reconnection to SON were also underscored. Creating an open and safe space for all people in the learning community that allow non-judgement, which results in the authentic expression of one’s emotions was highlighted by the data. Moreover, generating an understanding of the communal goals, principles, and aspirations was described as another essential aspect of creating a collective space for transformation. Finally, the community must be trauma-informed, conscious, and compassionate towards the differences and diversity their traumas imply.

Current barriers to TP in higher education

One of the key barriers to introducing TP in higher educational settings is resistance from educators. On the one hand, experienced educational professionals show little interest, willingness or availability for continuous professional development, which pose barriers to adopting new teaching practices and techniques. This can be associated with academic restrictions, such as lack of time due to unmanageable workload, or with personal barriers, such as lack of confidence. On the other hand, modern academia is resistant to the language of spirituality and similar non-scientific terminology. Thus, finding an alternative language for these concepts is crucial since they are the essential components of TP and therefore reconnection to SON.

Moreover, institutionalised assessment impairs the achievement of TP. Product- and content-oriented assessment is prevalent in mainstream higher education, whereas the focus should rather be on assessing the learning process and takeaways of the students. Students should also be addressed as scholars or colleagues to break down the hierarchies dominating in higher education.

Contribution to current academic field and future research

Based on the findings of this study, achieving reconnection to SON in higher educational settings through applying TP methods and mentalities is possible. However, it is essential to create an appropriate behavioural and mental space for the transformation of all individual and collective members of the learning community in operationalising the process of shifting towards TP. This entails following the findings of this research as regards creating transformative spaces through the mainstreaming of reflection, empathy, the synergetic co-creation of knowledge between the students and educators, and other competencies previously mentioned. However, it is also crucial to go beyond the competencies proposed by this research and to deeply examine each learning community individually to identify its traumas and needs. Some steps must be taken to release the community from the prejudices and insecurities associated with the societal practices and institutional norms and attitudes towards learning. Transformation and reconnection can only happen in a community that is ready for change and aware of its strengths and weaknesses.

The findings of this research can be used and translated into various contexts. It can be implemented in a diverse range of higher educational programs focused on ESD, transformation and/or change agency. The conceptual framework can be used to shape professional development programs for educators and in strengthening the individual professional development journeys of educators who are willing to apply TP in their teaching practice. The findings can be implemented in diverse learning communities in the introduction and implementation of TP in their operations, including in institutions that already work and apply reconnection to SON, and those that endeavour to intensify their involvement with the movement.

In terms of future research, there is great potential in continuing the work on redefining and strengthening the conceptual framework. This study shows that all the competencies are intertwined in a complex web of relationships. Thus, more research is needed to pursue the investigation and practical implementation of the framework in improving educators’ competencies in TP. Additionally, future research should be conducted with a bigger sample, potentially including focus group discussions as a supportive data collection method. In that way, a conversation and co-creation between the educational professionals can be fostered, enabling more authentic and deeper expression of their understanding and connotation of transformative education in their own contexts. Lastly, spiritual intelligence as a competency was the least elaborated on. Hence, more research needs to be conducted to establish the relevance of spirituality in higher education.