Transformative agency for lifelong learning

This article advances the idea that transformative agency is linked to individuals’ capacity-building and intertwined with lifelong learning. It stems from identified needs for change and is supported by intrapersonal, social, and contextual factors. In Nordic educational policy discussions, lifelong learning and competence development through the whole lifespan are emphasised as means to secure personal and societal transformation in a changing world. This poses distinct challenges and pressures for lifelong learning offerings, e.g. in higher education, not only to provide learners with timely skills and knowledge but also to strengthen learners’ ability to take initiative and act. To understand the anticipated transformative features of lifelong learning activities, a need arises to reconsider the constitution of transformative agency. We propose a novel conceptualisation of transformative agency that integrates the principle of double stimulus with the multidimensional learner-centred understanding of agency through experienced resources. Reconceptualisation provides the foundation for the development of methodology to explore the core elements related to individuals’ internal growth and outward transformation, and to gather evidence of supportive educational practices.