In the context of a significant increase in mental health issues and loneliness in academia, there is an urgent need to reimagine the contribution of academic learning to inner development, psychospiritual growth, and flourishing. Integral transformative pedagogies that engage the whole person (cognitive, emotional, somatic, and spiritual), offer a viable response to these challenges. Through the analysis of a community of practice that involved 15 students, the research shows how such pedagogies can cultivate inner and interpersonal capacities that support flourishing. This study examines the way integral transformative pedagogies cultivate the dimensions of Being (inner) and Relating (interpersonal) capacities in the Inner Development Goals Framework. At the Being level, they had an impact on self-awareness, authenticity, and openness to vulnerability. At the Relating level they significantly deepened interpersonal connection and cultivated the experience of mutual care and kindness, contributing to participants’ well-being and flourishing.
AnkrahD.BristowJ.HiresD.Artem HenrikssonJ. (2023). Inner development goals: From inner growth to outer change. Field Actions Science Reports, Special Issue(25), 82–87.
2.
ArnoldR.SchönM. (2021). The reflexible person: Toward an epistemological learning culture. Journal of Awareness-Based Systems Change, 1(2), 51–71. https://doi.org/10.47061/jabsc.v1i2.971
3.
BaumeisterR. F.LearyM. R. (1995). The need to belong: Desire for interpersonal attachments as a fundamental human motivation. Psychological Bulletin, 117(3), 497–529. https://doi.org/10.1037/0033-2909.117.3.497
4.
BriciuB. (2024a). Theory U as case study of integral transformative learning for spiritual development in higher education. Journal for the Study of Spirituality, 14(1), 5–20. https://doi.org/10.1080/20440243.2024.2322423
5.
BriciuB.MacDonaldA. K. (2025). Making the darkness conscious: Collective shadow work for the spiritual development of leaders. In BerkleyL. A.RaeiM.GuentherS. K. (Eds.), Leadership at the spiritual edge (1st ed., pp. 243–262). Routledge. https://doi.org/10.4324/9781003396741-18
6.
BriciuB.MichelS.ChavezR. (2024b). Safe space for dialogue—A practice for connected consciousness and compassion. Challenges, 15(3), 36. https://doi.org/10.3390/challe15030036
7.
BrownB. (2015). Daring greatly: How the courage to be vulnerable transforms the way we live, love, parent, and lead. Penguin Books.
8.
BrownS. (2020). Overwhelmed: The real campus mental-health crisis and new models for well-being (pp. 1–46). The Chronicle of Higher Education.
9.
ButlerS. (2019). The impact of advanced capitalism on well-being: An evidence-informed model. Human Arenas, 2(2), 200–227. https://doi.org/10.1007/s42087-018-0034-6
10.
ClarkJ. S.PorathS.ThieleJ.JobeM. (2020). Action research. New Prairie Press.
11.
CoatsS. F.RoemerE. C.KentK. B.ZhangY.DavisM. F.GoetzelR. Z. (2024). Scoping review of workplace mental health and well-being programs in higher education institutions. Journal of Occupational and Environmental Medicine, 66(6), 461–466. https://doi.org/10.1097/JOM.0000000000003086
12.
CreswellJ. W.PothC. N. (2016). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). Sage Publications.
13.
DirkxJ. M. (1997). Nurturing soul in adult learning. New Directions for Adult and Continuing Education, 1997(74), 79–88. https://doi.org/10.1002/ace.7409
14.
DirkxJ. M. (2008). The meaning and role of emotions in adult learning. New Directions for Adult and Continuing Education, (120), 7–18. https://doi.org/10.1002/ace.311
15.
DisterheftA. (2024). Nurturing a caring university: Exploring inner and outer sustainability for transformative change in higher education. In RotondoF.AlbaneseF.GomesA. B.PalettaC. (Eds.), Sustainability in higher education (pp. 27–51). Springer Nature. https://doi.org/10.1007/978-3-031-54026-4_2
16.
EllyattW. (2022). Education for human flourishing—A new conceptual framework for promoting ecosystemic wellbeing in schools. Challenges, 13(2), 58. https://doi.org/10.3390/challe13020058
17.
EngelS.JanssenC. (2024). The inner development goals as an innovative approach to sustainable development: Conceptualization, implementation, and evaluation of an experiential university seminar for holistic sustainability education. IntechOpen. https://doi.org/10.5772/intechopen.1006198
18.
ErnstM.NiedererD.WernerA. M.CzajaS. J.MiktonC.OngA. D.RosenT.BrählerE.BeutelM. E. (2022). Loneliness before and during the COVID-19 pandemic: A systematic review with meta-analysis. American Psychologist, 77(5), 660–677. https://doi.org/10.1037/amp0001005
19.
FerrerJ. N.RomeroM.AlbaredaR. (2005). Integral transformative education: A participatory proposal. Journal of Transformative Education, 3(4), 306–330. https://doi.org/10.1177/1541344605279175
20.
GiesenbauerB.Müller-ChristG. (2020). University 4.0: Promoting the transformation of higher education institutions toward sustainable development. Sustainability, 12(9), 3371. https://doi.org/10.3390/su12093371
21.
GreenL. (2023). No ground: Disorientation as prerequisite for transformation. Journal of Transformative Education, 21(2), 190–206. https://doi.org/10.1177/15413446221105577
22.
GrofS.GrofC. (1989). Spiritual emergency: When personal transformation becomes a crisis (1st ed.). Tarcher.
23.
HainesA. K. (2019). The politics of trauma: Somatics, healing, and social justice. North Atlantic Books.
HenriquesJ.MouraR.GonçalvesS. P. (2025). Insights into mental health challenges among university students: An overview. In GonçalvesS. (Ed.), Nurturing student well-being in the modern world (pp. 221–244). IGI Global Scientific Publishing. https://doi.org/10.4018/979-8-3693-1455-5.ch009
26.
HenryF.EnakshiD.JamesC.KobayashiA.LiP.RamosH.SmithM. (2017). The equity myth: Racialization and indigeneity at Canadian universities. UBC Press.
27.
HogganC. (2016). Transformative learning as a metatheory: Definition, criteria and typology. Adult Education Quarterly, 66(1), 57–75. https://doi.org/10.1177/0741713615611216
Kabat-ZinnJ. (1994). Wherever you go, there you are: Mindfulness meditation in everyday life. Hyperion.
32.
KassJ. (2017). A person centered approach to psycho-spiritual maturation. Palgrave Macmillan.
33.
KeganR. (2000). What “form” transforms? A constructive-developmental approach to transformative education. In Mezirow & AssociatesJ. (Eds.), Learning as transformation: Critical perspectives on a theory in progress (pp. 35–70). Jossey-Bass.
34.
KernM. L. (2022). PERMAH: A useful model for focusing on well-being in schools. In AllenK-A.FurlongM. J.Vella-BrodrickD.SuldoS. M. (Eds.), Handbook of positive psychology in schools: Supporting process and practice (pp. 12–24). Routledge.
35.
KeyesC. L. M. (2002). The mental health continuum: From languishing to flourishing in life. Journal of Health and Social Behavior, 43(2), 207–222. https://doi.org/10.2307/3090197
MartelaF. (2024). Flourishing as the central aim of education: Steps toward a consensus. Theory and Research in Education, 22(2), 180–188. https://doi.org/10.1177/14778785241258857
38.
MatéG.MatéD. (2022). The myth of normal. Knopf Canada.
39.
MezirowJ. (2009). An overview on transformative learning. In IllerisK. (Ed.), Contemporary theories of learning: Learning theorists... in their own words (pp. 90–105). Routledge.
40.
NealJ. (2018). An overview of the field of transformation. In NealJ. (Ed.), Handbook of personal and organizational transformation: Springer. https://doi.org/10.1007/978-3-319-66893-2_26
41.
O'SullivanE.MorrellA.O'ConnorM. (2002). Expanding the boundaries of transformative learning: Essays on theory and praxis. Palgrave.
42.
PalmerP. J.ZajoncA. (2010). The heart of higher education: A call to renewal. Jossey-Bass.
43.
PottsT.MargettsG. (2023). Moving mountains: Student resilience against cost of living pressures. Canadian Alliance of Student Associations.
44.
Ramos-MonsivaisC. L.Rodríguez-CanoS.Lema-MoreiraE.Delgado-BenitoV. (2024). Relationship between mental health and students' academic performance through a literature review. Discover Psychology, 4(1), 119. https://doi.org/10.1007/s44202-024-00240-4
RendónL. (2014). Sentipensante pedagogy: Educating for wholeness, social justice and liberation. Stylus Publishing.
47.
RomanowskaJ.LarssonG.TheorellT. (2014). An art-based leadership intervention for enhancement of self-awareness, humility, and leader performance. Journal of Personnel Psychology, 13(2), 97–106. https://doi.org/10.1027/1866-5888/a000108
48.
RosaH. (2019). Resonance: A sociology of our relationship to the world. Polity Press.
49.
RuleA.AbbeyC.WangH.RozelleS.SinghM. K. (2024). Measurement of flourishing: A scoping review. Frontiers in Psychology, 15, Article 1293943. https://doi.org/10.3389/fpsyg.2024.1293943
50.
ScharmerO. (2018). The essentials of Theory U. Berrett-Koehler Publishers.
SeligmanM. (2012). Flourish: A visionary new understanding of happiness and well-being. Atria Books.
53.
ShermanG. L. (2020). Transformative learning and well-being for emerging adults in higher education. Journal of Transformative Education, 19(1), 29–49. https://doi.org/10.1177/1541344620935623
54.
ShieldsC. M. (2020). Becoming a transformative leader: A guide to creating equitable schools. Routledge.
55.
SiegelD. (2017). Interpersonal connection, compassion and well-being. In WolfE.LoizzoJ.NealeM. (Eds.), Advances in contemplative psychotherapy: Accelerating healing and transformation (pp. 118–130). Routledge.
56.
Singer-BrodowskiM.FörsterR.EschenbacherS.BiberhoferP.GetzinS. (2022). Facing crises of unsustainability: Creating and holding safe enough spaces for transformative learning in higher education for sustainable development. Frontiers in Education, 7, Article 787490. https://doi.org/10.3389/feduc.2022.787490
57.
SingletonA. (2016). Contemporary sociological approaches to spirituality. In de SouzaM.BoneJ.WatsonJ. (Eds.), Spirituality across disciplines: Research and practice (pp. 39–50). Springer.
58.
StrohD. P. (2015). Systems thinking for social change: A practical guide to solving complex problems, avoiding unintended consequences, and achieving lasting results. Chelsea Green Publishing.
59.
SuttonA. (2020). Living the good life: A meta-analysis of authenticity, well-being and engagement. Personality and Individual Differences, 153, Article 109645. https://doi.org/10.1016/j.paid.2019.109645
60.
TaylorE. W. (2009). Fostering transformative learning. In MezirowJ.TaylorE. W. (Eds.), Transformative learning in practice: Insights from community, workplace and higher education (pp. 3–18). Jossey-Bass.
61.
TaylorS. S. (2015). You're a genius: Using reflective practice to master the craft of leadership. Business Expert Press.
VanderWeeleT. J. (2017). On the promotion of human flourishing. Proceedings of the national academy of sciences of United States of America, 114(31), 8148–8156. https://doi.org/10.1073/pnas.1702996114
64.
WeberK. M.DouglasN. F.PoppT.NelsonR. K. (2024). Why we need trauma-informed campuses now more than ever. About Campus, 29(1), 29–38. https://doi.org/10.1177/10864822231223445
65.
WheatleyM. (2024). Restoring sanity: Practices to awaken generosity, creativity and kindness in ourselves and our organizations. Berrett-Koehler Publishers.
66.
WilberK. (2000). Integral psychology: Consciousness, spirit, psychology, therapy. Shambala Publications.
67.
Wilson-StrydomM.WalkerM. (2015). A capabilities-friendly conceptualization of flourishing in and through education. Journal of Moral Education, 44(3), 310–324. https://doi.org/10.1080/03057240.2015.1043878
WrayB. (2022). Generation dread: Finding purpose in an age of climate crisis. Knopf Canada.
70.
YorksL.KaslE. (2002). Toward a theory and practice for whole-person learning: Reconceptualizing experience and the role of affect. Adult Education Quarterly, 52(3), 176–192. https://doi.org/10.1177/0741713602052003002
