ABSTRACT
This part conclusion presents some closing thoughts on the key concepts discussed in the preceding chapters. The part discusses that student transformation is not a luxury but a necessity and that this should be one of the main tasks of any institution of higher education. It focuses on the role of universities in students' transformation. The part explores that Paulo Freire's approach to transformative learning should be integrated with Jack Mezirow's paradigm shift and she pleads for the creation of transformative spaces that promote social justice by empowering the concept of higher education with the concept of social justice. It proposes a dilemma-based pedagogical model in order to transform teaching and learning and thus to transform students and enable them to become lifelong learners. The part promotes the idea of biographical and narrative research as a way of questioning the traditional ways of knowing and of learning.
