Transformative Learning Theory and Social Change in Adult Education Programmes in Northern Nigeria

This study applies Mezirow's transformative learning theory to examine the extent to which adult education programmes in northern Nigeria facilitate perspective transformation and contribute to social change among participants. Transformative learning theory posits that significant learning involves a fundamental shift in a learner's frame of reference, moving beyond skill acquisition to critical reflection on assumptions and engagement with new ways of thinking. In northern Nigeria, where entrenched cultural norms around gender, governance, and livelihoods constrain development, transformative learning offers a powerful framework for understanding adult education's social change potential. This study uses a qualitative longitudinal design, following 60 adult education programme participants in Kano, Sokoto, and Bauchi States through six months of programme participation using reflective diary data, in-depth interviews at enrolment, midpoint, and exit, and participant observation in learning sessions. Mezirow's ten phases of perspective transformation are used as an analytical framework. Thematic analysis and narrative analysis are applied. Findings reveal evidence of disorienting dilemmas, critical reflection, and gradual perspective transformation in approximately 38 percent of participants, primarily in the domains of gender role attitudes and civic engagement perspectives. Women participants show stronger transformation indicators than men, particularly in self-efficacy and rights awareness dimensions. Facilitation quality, particularly the use of dialogue and critical reflection prompts, is the strongest facilitator of transformative learning. The study concludes that transformative learning is achievable in northern Nigerian adult education contexts but requires intentional facilitation methods beyond functional literacy instruction. It recommends transformative pedagogy training for all adult education facilitators.

Keywords: transformative learning, adult education, northern Nigeria, social change, Mezirow.