The Potential of Applying Transformative Learning Theory to Chinese Vocational Nursing Students

Transformative Learning Theory (TLT), proposed by Jack Mezirow, emphasizes the role of critical reflection in changing learners' perspectives and fostering deep, meaningful learning. This theory has found success in adult education and professional development, particularly in nursing education. However, its application within Chinese vocational nursing programs remains underexplored. This paper investigates the potential of applying TLT to Chinese vocational nursing students by examining cultural, pedagogical, and systemic contexts. Drawing on global and Chinese studies, it argues that TLT has the potential to promote reflective thinking, professional identity formation, and adaptability among nursing students in China's vocational education system.