**Abstract**

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

**Keywords:** students' perceptions, transformative learning, experience 1, education, foundation phase

### **1. Introduction**

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

### *Second-Year Students' Perceptions of Transformative Learning Experiences: A Case Study in One… DOI: http://dx.doi.org/10.5772/intechopen.114229*

such experiences developed a range of transferable skills, including communication, problem-solving, and teamwork, that were highly valued by employers. In the South African context, transformative learning experiences may be particularly important given the country's complex and diverse educational landscape. A recent study by Du Plessis [9] explored the role of transformative learning in promoting social justice and inclusion in South African higher education. They found that transformative learning experiences can help to challenge dominant power structures and promote more inclusive and equitable educational practices. Overall, these studies suggest that transformative learning experiences can have a significant impact on students' personal and academic development, as well as their engagement with wider societal issues.

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

### **2. Theoretical framework**

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

### **3. Objectives**

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

### **4. Research methodology**

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

### **5. Sampling**

The sampling method used in this study was convenient sampling. This method involves selecting participants based on their availability and willingness to participate in the study. In this case, the researchers chose participants based on their proximity to them. This sampling method is often used in qualitative research because it allows for easy access to participants and can save time and resources. However, it is important to note that convenient sampling may not be representative of the larger population and may introduce bias into the study. The participants in this study may not be representative of all second-year students, and the findings may not be generalizable to other contexts or populations. Out of the 86 second-year students, 14 students were interviewed. The sample size for qualitative research is often small because the focus is on in-depth exploration of participants' experiences rather than statistical analysis. The sample size for qualitative research is often determined by data saturation, which occurs when no new themes or insights emerge from additional interviews or data collection. In this study, the researchers may have determined that 14 interviews were sufficient to achieve data saturation

*Second-Year Students' Perceptions of Transformative Learning Experiences: A Case Study in One… DOI: http://dx.doi.org/10.5772/intechopen.114229*

and to gain a rich understanding of the participants' experiences and perceptions of transformative learning. Overall, while the convenient sampling method and small sample size may limit the generalizability of the findings, they do not necessarily invalidate the study's findings or conclusions. The results of the study should be interpreted within the context of the specific sample and setting. The researcher selected students that who had the longest time period after high school before joining teacher training. This long waiting period would probably help them explain better whether or not they were vocationally interested or disinterested in teaching, and their experiences.

### **6. Trustworthiness and credibility**

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

### **7. Data collection instrument**

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

### **7.1 Data collection procedure**

Interviews took place at the participants' respective university at the end of the second year, November 2022. With a sample technique that was most effective in addressing the research topic, participants in the study were found. Permission was acquired from both the students and the place where the research was done.

According to [17] Creswell and Poth (2017), it was crucial to choose the information kind that would best address the study issue.15 The third phase is to create the instruments that will best collect the data and contribute to a thorough analysis and interpretation of the data. The data collection process was then divided into two stages while keeping ethical considerations for the study process in mind. To protect the anonymity of the students who participated in the research, they were assigned identifiers such as Student Participant One (SP1) through to Student Participant Twelve (SP12). This approach was used to ensure that their identities remained confidential while also making it easier for the researchers to track and analyze their responses consistently across the study.
