The potential of complex challenges in undergraduate research to stimulate transformative learning

Abstract

In the present study, I describe and evaluate the transformative learning potential of authentic research projects that students engage in a course on tissue engineering at Chalmers University of Technology. Through the use of weekly reflective diaries and interviews, I explore how students change their perspective on what learning means to them and the purpose of higher education. Based on the empirical data and scientific literature, I discuss complex challenges as one emerging and deciding factor that helps students to have transformative learning experiences. At the end, some general pointers will be provided on how educators can approach the integration of complex challenges into their own courses and settings.