Exploring Transformative Learning in Classroom Practices: A Case Study of Teachers’ Professional Development in Khyber Pakhtunkhwa, Pakistan

Abstract

This qualitative case study explores how Transformative Learning Theory (TLT) is enacted in classroom practices and supports teachers’ professional development in public secondary schools of Khyber Pakhtunkhwa (KP), Pakistan. The study involved ten teachers (five male, five female) from five boys’ secondary schools in Mardan and five girls’ secondary schools in Malakand. Data were collected through semi-structured interviews. Findings reveal that critical reflection, collaborative dialogue, mentoring, experiential engagement, learner-centered strategies, and reflective classroom management drive transformative learning. Teachers reported shifts from teacher-centered, exam-focused instruction to learner-centered approaches, increased student engagement, enhanced professional confidence, and a stronger sense of professional agency. Despite challenges such as large classes and limited resources, reflective and collaborative practices enabled meaningful pedagogical change. The study recommends integrating transformative learning into professional development programs, fostering reflective school cultures, and providing institutional support to sustain pedagogical innovation. This research contributes context-specific insights into the processes and outcomes of transformative learning in government secondary schools in KP, Pakistan.