Author(s)

Zhang Nan ¹

Affiliation(s)

¹ International Nursing School, Hainan Vocational University of Science and Technology, Haikou, 571137, China

Corresponding Author

Zhang Nan

ABSTRACT

Transformative Learning Theory (TLT), proposed by Jack Mezirow, emphasizes the role of critical reflection in changing learners' perspectives and fostering deep, meaningful learning. This theory has found success in adult education and professional development, particularly in nursing education. However, its application within Chinese vocational nursing programs remains underexplored. This paper investigates the potential of applying TLT to Chinese vocational nursing students by examining cultural, pedagogical, and systemic contexts. Drawing on global and Chinese studies, it argues that TLT has the potential to promote reflective thinking, professional identity formation, and adaptability among nursing students in China's vocational education system.

KEYWORDS

Transformative Learning Theory (TLT); Vocational Education; Nursing Students

CITE THIS PAPER

Zhang Nan, The Potential of Applying Transformative Learning Theory to Chinese Vocational Nursing Students. Adult and Higher Education (2025) Vol. 7: 69-73. DOI: http://dx.doi.org/10.23977/aduhe.2025.070309.

REFERENCES

[1] Mezirow, J. (1991). Transformative dimensions of adult learning. Jossey-Bass.
[2] Mezirow, J. (1997). Transformative learning: Theory to practice. New Directions for Adult and Continuing Education, 1997(74), 5-12. 
[3] Mezirow, J. (2000). Learning as transformation: Critical perspectives on a theory in progress. Jossey-Bass.
[4] Taylor, E. W., & Cranton, P. (Eds.). (2012). The handbook of transformative learning: Theory, research, and practice. Jossey-Bass.
[5] Canady, K. (2021). Practical and philosophical considerations in choosing the DNP or PhD in nursing. Journal of Professional Nursing, 37(1), 163-168.
[6] Cormack, C. L., Jensen, E., Durham, C. O., Smith, G., & Dumas, B. (2018). The 360-degree evaluation model: A method for assessing competency in graduate nursing students. A pilot research study. Nurse education today, 64, 132-137.
[7] Wang, X., & Wang, T. (2025). Teachers’ perspectives on Chinese philosophy and philosophy for children: Navigating practical tensions in Chinese school settings. Compare: A Journal of Comparative and International Education, 1-19. 

Sponsors, Associates, and Links

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• Advances in Educational Technology and Psychology
  
  
• Curriculum and Teaching Methodology
  
  
• Transactions on Comparative Education
  
  
• Applied & Educational Psychology
  
  
• Advances in Vocational and Technical Education