The overall objective of the Fundisa for Change programme is to enhance transformative ESD and environmental learning through teacher education. At a school level teachers should enhance transformative learning. As a result, before discussing in depth several possible methods of teaching Energy Exchange, teachers need to comprehend transformative learning. Transformative learning (TL) is the phase of the educational process where learning becomes authentic and real rather than just the transmission of information. TL is reflective, experiential, student-centered, and demands self-directed learners as well as teachers who are prepared to use a range of teaching techniques and offer meaningful, pertinent, problem-based assessments.
Transformative learning is the process of becoming critically aware of how and why the structure of our psycho-cultural assumptions has come to constrain the way in which we perceive our world, of reconstituting that structure in a way that allows us to be more inclusive and discriminating in our integrating of experience and to act on these new understandings (Mezirow, 1985, p. 22).