This study aims to investigate how transformative learning has been conceptualised and operationalised in education for sustainable development (ESD) and sustainability learning and to collect evidence on how to support transformative learning in formal and non-formal environments.,The authors conducted a systematic literature review to provide a structured and replicable search and analysis of the relevant literature to produce a bibliometric overview that combines a quantitative description of the body of literature and qualitative analysis of the learning processes, outcomes and conditions.,The convergence between transformative learning and sustainability has become an emerging field of inquiry, despite the superficial use of transformative learning theory in many studies. By examining the learning process, outcomes and conditions in the core sample of studies, this study demonstrates that transformative learning theory – if carefully studied – can contribute to the design and implementation of educational interventions and assessments of learning towards sustainability. Furthermore, the sustainability context provides an empirical grounding that highlights the fact that social learning, the role of experience and the development of sustainability competencies are inherently part of transformative learning.,To date, few attempts have been made to better understand how transformative learning theory has been used in sustainability learning and ESD research. This systematic review allows for a better comprehension of how concepts and mechanisms elucidated in transformative learning theory are operationalised in sustainability learning and ESD research and serves as a source of inspiration for those researchers and practitioners who aims to make sustainability education, teaching and learning more transformative.

中文翻译：

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可持续性领域的变革性学习：系统的文献综述（1999-2019）

这项研究旨在调查如何在可持续发展教育（ESD）和可持续性学习的教育中将变革性学习概念化并进行操作，并收集有关如何在正式和非正式环境中支持变革性学习的证据。作者进行了系统的文献综述提供对相关文献的结构化和可复制的搜索和分析，以产生文献计量学概述，结合文献主体的定量描述以及对学习过程，结果和条件的定性分析。尽管在许多研究中表面使用了转化学习理论，但它还是一个新兴的研究领域。通过检查学习过程，研究核心样本中的结果和条件，该研究表明，如果认真研究，变革性学习理论可以有助于设计和实施教育干预措施以及对可持续性学习的评估。此外，可持续性背景提供了一个经验基础，突显了以下事实：社会学习，经验的作用和可持续性能力的发展是变革性学习的固有组成部分。迄今为止，很少有人尝试更好地理解变革性学习理论已用于可持续性学习和ESD研究。