A survey of Personal and Social Dimensions of Transformative Learning in Female Students

Studying at the university is accompanied by major changes in the environment, lifestyle and way of learning that can create a situation for a deep learning called transformative learning. The purpose of this study  was to identify the consequences and processes of transformative learning in female students in personal and social dimensions. The research method is descriptive-survey, the statistical population of this study were female students in Tehran, regardless of their field of study and university. The research tool was Stukey, Taylor & Cranton (2013) Transformative Learning questionnaire. Meziru's (1991) transformative learning theory was used as the theoretical framework for this research. The sample consisted of 110 female students aged 18-44 years who voluntarily responded to the call for this research in cyberspace. 59% of them were postgraduate students and 41% were undergraduates. Based on quantitative and qualitative data, it can be inferred that a more informed, autonomous, and responsible individuality can be formed within the university and through experiencing the student life. Content analysis of the responses to open-ended questions showed a variety of events from academic - educational to emotional - familial, and from economical - occupational to religious experiences were indicative of the importance of different aspects of human learning. Students had highly valued outcomes, such as greater independence, easier dealing with others, increased patience, more courage, and a greater sense of closeness to God.