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This chapter challenges the notion that Black males in science, technology, engineering, and mathematics (STEM) are missing from the discipline and proposes a model that presents underrepresentation as a function of Black males being both intentionally undiscovered and/or deliberately disconnected from particular academic disciplines. Our work offers a tangible and implementable yet aligned theory/method/exemplar for supporting the STEM genius of Black males through a hip-hop development (HHD) approach that aligns with a unique pedagogical method rooted in hip-hop culture.

In this chapter, we describe a hip-hop based science program as an intervention that combats STEM undiscovery and disconnectedness. We suggest that this program (through its theoretical and methodological roots) provides a set of practices that have the potential to bolster both academic content knowledge and knowledge of self. We argue that this program supports the development of the students' full socioemotional selves – which is a necessary prerequisite to pursuing academic content knowledge.

The development of information technologies has led to the rapid evolution of learning approaches and educational solutions, with a focus on active learning. In the context of the transformative learning paradigm, active learning strategies are aligned with student-centered education, enabling learners to engage with complex concepts and practical challenges critically. This chapter presents a semi-structured literature review investigating the adoption of online active learning methods in the context of economics education and its potential to promote transformative learning. The main contribution of this chapter is the development of a framework for integrating online active learning strategies in economics education, grounded in the principles of transformative learning as described by Mezirow. The proposed framework highlights the importance of designing online learning experiences that support critical reflection, dialogue, and self-directed learning and suggests strategies for promoting student engagement and collaboration in the online environment. The impact of this approach on active learning practices in (higher) education is significant, as it provides educators with a roadmap for designing online learning experiences that foster transformative learning and promote student success in the post-pandemic era. The chapter concludes with policy recommendations and future research directions for enhancing the adoption and efficacy of online active learning strategies in economics education.

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.

Using a qualitative research design, this study examined the impact of a course that utilized transformative pedagogy to foster preservice teachers’ transformative learning in a social studies methods course. The study was framed around the construct and practice of transformative education and pedagogy. Transformative pedagogy was defined as an activist pedagogy that combines the elements of constructivist, critical pedagogy, multiculturalism and practices that promote dialogical relations, engage and empower students as critical inquirers, participatory, active, and self-reflective learners who confront their prior beliefs, perspectives, frames of reference and attitudes in order to foster the development of critical consciousness, visions of possibilities, and action. Drawing on multiple sources, the data revealed that participants evidenced transformative learning such as follows: (a) deepened perspectives and new understanding of social studies; (b) shifting dispositions and awareness of a new sense of responsibility; (c) evolving self-examination and redefinition of teaching role, and (d) emerging sense of social critique and conscientization. Finally, the article discusses practices of key elements of transformative pedagogy that foster transformative learning such as a community-based learning context, experiential learning activities and project, reflective journaling, modeling, and scaffolding.

This chapter provides a critical analysis of the literature on individuals in cultural transitions in higher education, namely, international students in culturally unfamiliar contexts; teachers of international students and culturally more diverse classrooms; and local students in increasingly culturally diverse classes. All these individuals are actors exposed to new and shifting cultural experiences expected to impact their motivation and engagement. Two broad perspectives emerging from the literature were used to organize the chapter: a perspective of adaptation representing research grounded in unilateral, bilateral or reciprocal conceptualizations, and a perspective of transformation, capturing experiential learning research leading to personal and academic development. The analysis highlights how motivation is a critical, yet under-examined construct. This leads to numerous suggestions for future research including: addressing the neglected role of agency in research on international students' sociocultural adaptation and the lack of research on successful processes of adaptation; examining the confounding issue of socialization into new cultural-educational environments and level of proficiency in the medium of instruction, which impacts on engagement; and scrutinizing the posited link between deep-level motivated engagement in cultural transitions and the emergence of transformative experiences. A case is made for research on individuals' engagement and motivation in cultural transitions to be conceptually and methodologically stronger and broader, moving from studies of single groups of individuals in need of adaptation, to investigations of the co-regulated, reciprocal adaptations of actors and agents operating in complex sociocultural contexts where power dynamics related to knowledge and language affect participation and engagement with cultural 'others'.

The purpose of this paper is to discuss and present new teaching techniques to advance the concept and the practice of education for sustainable development (SD). Due to the recently introduced 17 sustainable development goals (SDGs) and owing their interlinkages and targets, an evolution of the traditional teaching techniques is needed.

With the use of a single revelatory case study, this paper presents an example of education for SD goals activity carried out at the University of Torino, focussed on merging SD with the active engagement of students.

The empowerment of students happens through a transformative learning experience grounded in the acquisition of managerial soft skills useful in co-creating and co-designing projects to contribute towards SDGs effectively.

The ultimate goal is to support students to become active citizens in their communities (e.g. starting within the University).

Students learnt about SDGs and the complexities of sustainability, and, at the same time, they learnt valuable tools to contribute to their transformation to develop projects for the benefit of local territories and organizations.

The paper showcases how transformative learning could be applied to SDGs. Awarded as one of the best practices regarding SD by the Italian Network of Universities for Sustainable Development, the case involves students in a transdisciplinary, creative and open learning environment.

This paper outlines the active learning methods used to develop and deliver a sustainable business course to undergraduate students. Moreover, the paper aims to investigate the effect of the sustainable business course on the students’ engagement in sustainable consumption.

From a pedagogical perspective, the paper describes the active learning methods applied in a newly introduced sustainable business course via numerous distinctive assessment techniques. On the empirical front, the research investigates the impact of the sustainable business course on the students’ engagement in sustainable consumption. To test such impact, an online survey was distributed among students who completed the sustainable business course, and as a control group for comparison, students who did not take the course.

The research results indicate a positive relationship between completion of the sustainable business course and engagement in sustainable consumption. Furthermore, the data revealed that female students exhibited more engagement in sustainable consumption than male students.

The study contributes to the literature on student-centered pedagogy, active learning techniques and the relationship between sustainable business education and engagement with sustainable consumption.

The study contributes to the literature on student-centered pedagogy, active learning techniques and the relationship between sustainable business education and engagement with sustainable consumption. Pedagogically, the nonconventional course curricula and assessment methods described in this study can be used as a reference by instructors aiming to integrate active and experiential teaching methods into their sustainable business curricula. For decision makers in higher education who are working in line with the global direction to achieve sustainability, this research provides preliminary evidence that students’ engagement with sustainability is influenced by their course curricula.

By depicting innovative approaches to teaching sustainability in business, the research enriches the field of sustainable business pedagogy which remains under-researched in many countries. Furthermore, the research goes further by investigating the effect of the course on students’ sustainable consumption. This acts as evidence of the effectiveness of teaching sustainable business in changing future leaders’ perspectives and priorities to include environmental and social aspects, which has become a global goal. Accordingly, the research has the potential to encourage more business schools to make sustainable business education mandatory.

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.

Literature has recognised entrepreneurship education as the main conduit through which entrepreneurial behaviours, attitudes and actions can be built, enacted and delivered. Since the founding of new ventures is largely a resourceful founder-driven enterprise, entrepreneurship education has largely centred on galvanising and shifting the mindsets and cognition of the entrepreneur. Yet, despite over 60 years of delivering entrepreneurship education programmes, hard evidence of the generation of high-growth-oriented and sustainable ventures has been scarce as student entrepreneurship intentions do not always translate into successful venture creation. This is largely because of the complexities of the practicality of entrepreneurial education particularly, the dissonance between acquired education in business schools and the knowledge and competencies needed in the entrepreneurial field. Such dissonance can be attributed to the lack of clarity on the pedagogical approach that most resonates with entrepreneurial action, the diversity in assessment methods and the scholarly illusion pertaining to how pedagogical approaches can be channelled to the generation of growth-oriented ventures. Drawing on Girox's concepts of transformative critical pedagogy (including pedagogy of repression), Socratic dialogue, Hegelian dialectic and Yrjö Engeström's transformative expansive agency, I demonstrate how a flipped transformative critical pedagogy can be harnessed in digitally enhanced learning environments to create new entrepreneurial possibilities for facilitating critical inquiry, complex problem-solving, innovation for the market and fostering tolerance for failure in ambiguous entrepreneurial contexts.