Challenging Transformative Learning and Circular Thinking in an Architecture Study Program

The economy has entered into a circular paradigm, necessitating individuals with a fresh perspective willing to reconsider resources, energy usage, and the human role within the ecosystem. How education responds to this paradigm shift has become a pivotal question for education professionals. Tailored educational approaches and innovative learning cultures are needed to support a successful transition from linear to circular thinking. Previous research underscores the importance of transformative learning in facilitating the implementation of education for sustainable development (Sterling, Transformative learning and sustainability: Sketching the conceptual ground. Learning and Higher Education, 5, 17–33, 2011), aligning with the principles of the circular economy (Kirchherr & Piscicelli, Toward an education for the circular economy (ECE): Five teaching principles and a case study. Resources, Conservation & Recycling, 150. https://doi.org/10.1016/j.resconrec.2019.104406 , 2019). Through transformative learning, individuals progress from mere improvement to genuine innovation and forge novel, unforeseen connections while broadening their perspectives. This chapter examines the potential for transformative learning and circular thinking in an architecture study program. A survey was conducted with final-year students using the Transformative Learning Questionnaire based on Mezirow’s theory combined with open-ended questions containing elements of circular thinking. The results showed high transformative learning scores and articulated circular thinking in students, essential components of educational programs that foster the emergence of a new environmental consciousness.