Rethinking transformative learning in Gulu University context to create employable graduates.

The chapter investigates how transformative learning at Gulu University can encourage students to be job creators rather than job seekers. Due to scarcity of jobs, universities need to adopt new methodologies of teaching and learning to meet the needs of the communities (Awacorach et al., 2021; Clausen &amp; Andersson, 2019; Hoppe &amp; Namdar, 2023; Neergaard et al., 2021). <br/>Transformative learning is a critical tool in enhancing students’ abilities to develop skills among the University graduates. We explore how Creative Thinking Learning Lab (CTLL) may be used to support students´ critical thinking and enhance their capabilities to become job creators through businesses (Camacho et al forthcoming; Khoiri et al., 2017).<br/>The chapter uses transformative learning theory to explain and understand students’ creativity and critical thinking skills in seeking alternative funding for their businesses (Mezirow &amp; Taylor 2009). Transformative learning theory presents a process which leads the adult learner to initiate a moment of disorientation that ends in transformative self-reflection and results in the transformation of one’s perspective (Calleja, 2014). <br/>A detailed description of the CTLL methodology has been described in the works of Camacho et. al forthcoming and Khoiri et al 2017. This study used groups of year 2 and 3 students in the Faculty of Science to design prototypes of the different business cases they wish to establish based on the courses offered. <br/>The findings suggest that creativity and experimentation with new methodologies construct new realities to teachers and students, to critically think of start-up and their risks as a solution to rampant unemployment for graduates. Transformative learning challenges students to be job creators rather than job seekers as per the national development plan (Nation Development Plan III, 2020; Neergaard et al., 2021). <br/>