Designing a mock training workshop on poverty —Transformative learning as framework

Abstract

AbstractTransformative learning has been widely discussed in the literature for challenging and reshaping learners' assumptions and beliefs. However, there is a gap in the practical demonstration of how transformative learning can be effectively designed and implemented in real‐world contexts. This design‐based study fills this gap by designing a mock training workshop for transforming learners' assumptions about poverty. Drawing on theoretical concepts of transformative learning, this study translates abstract theoretical points into practical activities. The study incorporates a comprehensive review of existing literature to identify the main components and phases of transformative learning and to gather practical strategies for designing learning activities. The resulting framework may guide scholars and practitioners interested in turning transformative learning theory into actionable interventions. The mock training workshop designed in this study centers around four main components: engaging in the experience, critical reflection, critical discourse analysis, and action taken. These components are strategically woven together to create a transformative learning journey for participants. By actively engaging participants in experiential activities, promoting critical reflection on their assumptions, analyzing the underlying discourses, and encouraging action‐oriented outcomes, the workshop seeks to challenge and reshape deeply held beliefs about poverty and other societal issues. The insights and strategies in this study can inform those interested in promoting social change and challenging long‐held assumptions through transformative learning interventions. Such insights and strategies can also be extended to other social issues, such as drug addiction, alcoholism, or tobacco use, offering practitioners a versatile framework for facilitating transformative learning in various contexts.