OPPORTUNITIES OF TRANSFORMATIVE STUDENT LEARNING – THE CASE OF THE ERASMUS+ PROGRAMME
DOI:
https://doi.org/10.17770/sie2018vol1.3301Keywords:
academic mobility, Erasmus , higher education pedagogy, transformative learningAbstract
This article indicates that university-based mobility programmes enable communication between students and academics from different countries, creating potentially favourable circumstances to distance themselves from the hitherto-accepted habits and, as a result, can lead to transformative learning. The theoretical basis is J. Mezirow’s theory of transformative learning. The results of research conducted among the students participating in the Erasmus+ programme are analyzed. A survey questionnaire was used to assess the changes in selected mental habits observed by the above-mentioned students. According to the collected data, more than half of the respondents reported strengthening as many as 13 out of the 16 listed mental habits.
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