As universities begin to consider sustainability as a core value in education, there is a need to contemplate the role of transformative learning in higher education. Are current models of university education capable of facilitating action to promote ecological literacy and social change? This article outlines three models of group learning (cooperative, collaborative, and transformative) for use in higher education learning environments. It also examines the possibility (the potential benefits, drawbacks, and implications) of shifting university education from the current model toward a model for transformative learning and sustainability. Ultimately, this article raises a number of questions for academics to consider, including the possible outcomes and implications for implementing transformative education in university curriculum.
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