Potential Application of Transformative Learning Theory in Chinese College Curriculum

This paper explores the potential application of Transformative Learning Theory (TLT) in the context of Chinese college curricula. The theory, developed by Jack Mezirow, emphasizes deep, reflective learning processes that challenge students' existing frames of reference and promote transformative thinking. This paper aims to investigate how TLT can be integrated into various academic disciplines in China, with a focus on its potential to foster critical thinking, self-directed learning, and holistic development among university students. Drawing upon international examples and Chinese educational reform initiatives, this paper outlines the possible challenges and strategies for the successful implementation of TLT in Chinese higher education.