Reexamining Learning Transfer Through a Critical Lens: A Conceptual Study on Key Factors Shaping the Transfer of “Critical” Adult Learning

Abstract

Problem

The discourse on transfer of learning has predominantly emphasized a profit-oriented, skill-based perspective—evaluating how learners apply acquired skills in workplace settings. However, this approach may be insufficient when the purpose of learning is to foster critical consciousness and social change.

Solution

This conceptual study introduces a critical perspective on the transfer of learning, proposing transfer of critical learning (TCL) as an alternative framework. TCL emphasizes how adult learners apply critical learning from the classroom to the workplace to challenge injustice, inequity, domination, and oppression. Drawing on literature in critical adult learning and transfer of learning, we suggest four key factors that may influence TCL: learner characteristics, pedagogical approaches and learning environments, work environments, and socio-political environments.

Stakeholders

Educators, practitioners, consultants, and coaches who educate critical perspectives in organizations, including higher education institutions and non-profit or profit organizations.