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The purpose of this chapter is to document how a new learning technic may create transformative learning in leadership in an organisational practice.

The learning methods developed in the learning in practice (LIP) project include aesthetic performances combined with reflections. The intention has been to explore how leadership may be transformed, when leaders work as a collective of leaders. The learning methods developed and tested in the LIP project are art-informed learning methods, concepts of liminality and reflection processes carried out in the leaders’ organisational practice.

One of the most important findings in the LIP project in relation to transformative learning is a new learning technique based on guided processes rooted in aesthetic performance combined with reflections and separation of roles as performer and audience. Reflection processes related to aesthetic performance serve as argument for the impact of ‘the audience wheel’.

Leaders who perform and reflect in a collective of leaders can better deal with complex organisational problems and enhance growing of welfare-in-the-making from an inside and out perspective. Moreover, the separation between classroom teaching and practical intervention will diminish when leaders learn aesthetic performance and reflections as a practical technique.

Due to a change in higher education and adult education ideas and practices globally that have become more learner-centered, higher education is undergoing a transformation at a rate never before seen. Education has also evolved into a lifetime endeavor as the importance of higher education and adult learning has grown. In light of the fact that it offers guidance on how people can find purpose in their lives, transformative learning theory has a prominent position in higher education and adult education. By critically examining their presumptions and expectations and updating them to support higher education students' successful learning, educators can transform their theory and practice of instruction through active and transformative learning. Adapting to the changing capacities brought on by digitization, technological advancements, growing technological connectivity, global market expansion, mobility and migration, and workplace diversity is becoming more and more difficult for higher education institutions. The idea of active and transformative learning and transformative learning strategies are discussed in detail in this chapter to help readers understand their importance and function in effective teaching and learning in the transforming world of higher education. This chapter's major contribution to Active and Transformative Learning: Digital Transformation in Education is the provision of a comprehensive guide and strategy on how to successfully incorporate digital technologies into the teaching and learning process in order to improve student engagement, knowledge acquisition, and the growth of critical thinking skills.

The impact of education and research skills on the strategic digital transformation of education is straightforward. In this context, the Saudi National Institute of Health plays a pivotal role in the design and implementation of a resilient and robust strategy for the development of skills and competencies to young health professionals. In this chapter, the authors provide a brief overview of the Vision 2030 in Saudi Arabia and its basic priorities in the areas related to the Education and Research in the healthcare domain. The authors also elaborate on the key plans and initiatives undertaken by the education and research skills directory of the Saudi National Institute of Health (SNIH) towards transformative learning with impact on the implementation of the Vision 2030.

Toward the construction of a new paradigm in teacher education in a globalized and digitalized society where it is intended to value knowledge and teacher professional development sustained by collaboration and cooperation, training policies and models based on technology-enhanced active learning will be required. This chapter aims to analyze the dimensions that can affect these training models within a new educational paradigm, at the level of professional development and increase of technological skills, collaborative processes for the creation of communities of practice, and promotion of active learning that contribute to innovative hybrid environments and transformative learning. In the Covid-19 post-pandemic, it is crucial to study and mobilize the experiences developed in the educational field exploring how these can be harnessed to build this new educational paradigm. This work aims to contribute with a reasoned reflection and insights concerning learning models and methodologies in teacher education that contribute to transformative active learning. Focusing on the link between preservice and in-service teacher education, the interrelation among teacher education and evaluation, and the construction of innovative technology-enhanced learning environments, for instance through the active training model.

Contemporary societies face serious environmental and social challenges that require decisive action. In the 1970s, Environmental Education (EE) was conceived as an important method for raising awareness and bringing about the needed changes in social practices that can lead to environmental protection and more recently sustainable development (transforming EE to Education for Sustainability (EfS)). Since then, many EE/EfS programmes have been implemented and some change has been observed despite the persisting problems. EE/EfS – especially when aiming to change behaviours – has been akin to critical pedagogy which aims to prepare independent and critical thinkers and empowered citizens that can effectively address social problems. What pedagogical approaches and educational methods are more effective in bringing about changes in attitudes and social practices? What instructional design and practices facilitate this transformation? What are the challenges? These are questions that have troubled environmental educators and are worth reflecting on in the present context of knowledge societies and Higher Education that is significantly impacted by a neoliberal ideology.

This chapter aims to contribute to the ongoing discussions around these questions, via a dialogue between theory and practice. A discussion of critical theory and pedagogy and of EE/EfS is counterposed with theoretical reflections and insights from the author's more than three decades of teaching experience (primarily in Greece). A discussion of the instructor's key pedagogical influences and the evolution of her (my) instructional practices follows, with the aim to identify instructional practices that have a transformative potential, within the context of the challenges and the facilitating parameters of contemporary societies and educational contexts. The instructor's self-reflections and students' qualitative comments are used in a variety of research methods: a self-study research approach drawing on the author's self-reflections as instructor and an analysis of students' qualitative comments in course evaluations and other informal evaluative situations.

Surprisingly, urban principals seldom learn transformative leadership in their administrator preparation programs, thus missing out on its value in redefining the moral and ethical imperatives to improve with effective leadership and teaching, poor and minority students’ academic learning outcomes and performance on NCLB-mandated high-stakes accountability tests for professional learning communities. This chapter historicizes contexts and analyzes kaleidoscopic reflections of newly practicing urban school principals to illuminate chaos that often forces them into survival-mode managing rather than leading transformatively with structural reforms, and to make them aware of “equity traps” resistant to leadership intent upon radically transforming schools into productive and socially just learning communities.

The paper articulates common organizing narratives which recur within alternative movements in law, and posits the art of dispute resolution as an experimental reconstructive methodology for engaging conflicts, while incorporating a critique of classical liberal thought. The paper offers a reading of conflict resolution approaches, including Alternative Dispute Resolution; Therapeutic Jurisprudence; Restorative Justice, and Transitional Justice, in search of a new legal culture or jurisprudence which emerges from the following narratives: emphasis on process; emphasis on constructive conflict intervention; deconstruction and hybridization; a search for an underlying layer; emphasis on relationship and acknowledgment of emotions; community work and bottom-up development.

In 2014–2015, a group of first-time freshman students participated in the Education as the Practice of Freedom Project. The project pedagogy and curriculum were inspired by Critical Pedagogy, Critical Race Theory of Education, and Anti-Colonial Schooling; they incorporated a series of social-psychological reflective assignments and activities (stereo-type threat, growth mindset, and relevance interventions) developed to transform the way students perceive, experience, and transition to higher education. This research seeks to explore as up to what extent the aforementioned pedagogical frameworks amends social-psychological academic stressors that affect how the students of the Historically Black Colleges and Universities perceive, experience, and transition to higher education, with a particular focus on what this pedagogical framework in first year seminar looks like in practice. A transformative research design was employed for this research project that triangulates qualitative and quantitative data (auto-ethnographic case-study), with in-depth interviews of faculty, focus groups with students, and a document analysis of syllabi, lesson plans, assignments, a formative experiment, and institutional data analysis. This research is praxis driven with an intent to influence educators, administrators, stakeholders, and anyone who is about that life.