Quest to the City: Reflecting on the Transformative Learning of Ethnic Students

บทคัดย่อ

This research aimed (1) to analyze the transformative learning processes of ethnic students, and (2) to synthesize best practices for promoting transformative learning among these students. The study employed a phenomenological research framework using Transformative Learning as theoretical grounding, incorporating in-depth interviews and participant observation with 10 first-year ethnic students enrolled in the Bachelor of Education (elementary education) program during Phase 1, as well as focus group discussions in Phase 2 with 5 faculty members from the Department of Curriculum and Instruction and 5 staff members from the Foundation for Applied Linguistics. The findings revealed that ethnic students encountered a dynamic transition related to linguistic and cultural adaptation, alongside shifts in their perspectives on identity—leading them to engage in deep, transformative learning. This learning involved critical self-examination, the acquisition of new skills and practices, and the integration of their original identities into a new urban context. Furthermore, the synthesis of data indicated ten best practices: establishing a flexible learning environment; providing linguistic and communicative support; managing living conditions in dormitories; offering financial counseling; reinforcing social support networks; enhancing psychological well-being; integrating ethnic identities; developing leadership; fostering collaboration with families and communities; and offering support for professional teaching pathways.