A qualitative study on women’s understanding of transformative learning in Greece

Abstract

This qualitative study explores how women in Greece understand transformative learning (TL) in relation to their social roles, identities, and life transitions. Grounded in Mezirow’s theory, TL is conceptualized as a process through which individuals critically reflect on and revise deeply held assumptions, leading to changes in meaning perspectives and identity. While TL has been widely applied in adult education, research has often overlooked women’s lived experiences, particularly within specific cultural contexts such as Greece. To address this gap, the study employed a focus group methodology with eight highly educated women, all graduates of Master’s programs in adult education. Through inductive thematic analysis, the research examined participants’ perceptions of womanhood, transformative learning, and personal experiences of transformation. Findings indicate that women perceive contemporary Greek society as being in a transitional phase. Although legal frameworks support gender equality, persistent stereotypes and social expectations continue to shape women’s lives. Participants described navigating multiple and often conflicting roles (e.g., professional, mother, partner), accompanied by pressure to achieve “perfection” without sufficient support. A key distinction emerged between formal equality and lived social reality, where women still face criticism, marginalization, and limited acceptance of autonomy. Transformative learning was understood as a slow, emotionally demanding process involving critical self-reflection, “unlearning” internalized beliefs, and overcoming fear. Participants emphasized that transformation is often triggered by disorienting dilemmas, such as personal crises or professional changes, but may also arise from internal questioning. The process was described through vivid metaphors, such as “turning a slow boat,” “lifting a heavy weight,” or even a poetic act of liberation. Four major themes emerged: (1) the burden of multiple roles and the “perfection trap,” (2) lack of social support and stigma around feminism, (3) tension between internalized assumptions and lived reality, and (4) the difficulty yet desirability of transformation. Experiences of gender bias, societal pressure (especially regarding motherhood), and the misinterpretation of feminism further complicate women’s transformative processes. Overall, the study highlights that transformative learning among Greek women is deeply embedded in socio-cultural contexts and shaped by gendered experiences. Despite educational background and awareness of TL theory, participants face significant cultural barriers. The findings underscore the need for further research across diverse populations and suggest that education can play a critical role in fostering empowerment and identity development.