DEVELOPMENT OF A MODEL FOR ENHANCING STUDENT’S TRANSFORMATIVE LEARNING CAPACITY IN NETWORK AND NEW MEDIA MAJOR AT PRIVATE UNIVERSITIES OF HUNAN PROVINCE, CHINA

This study investigates the impact of student engagement - behavioral, affective, social, and cognitive - on transformative learning capacity among 582 Network and New Media majors from three private universities in Hunan Province, China. Using a mixed-methods approach, quantitative data were collected via validated questionnaires, while qualitative insights were derived from interviews, SWOT analysis, and expert validation. Results revealed neutral overall transformative learning capacity and cognitive engagement, with higher agreement in behavioral, affective, and social engagement. The analysis showed that all types of engagement positively impact transformative learning capacity, with behavioral engagement having the biggest effect. Multiple regression analysis confirmed these relationships, highlighting critical pathways for fostering transformative learning. A targeted intervention strategy (RAISE model) integrating active learning, emotional intelligence, collaborative projects, and real-world problem-solving was implemented. Post-intervention evaluations showed significant improvements in the experimental group’s transformative learning capacity and engagement metrics compared to the control group. These findings underscore the importance of multifaceted engagement strategies in enhancing transformative learning, offering actionable insights for curriculum design and pedagogical practices in higher education. The study contributes empirical evidence to support holistic educational reforms aimed at cultivating adaptable, critically engaged professionals in dynamic fields like network and new media.