Transformation in transformative learning: A reversed experience of faculty members teaching in transnational higher education institutions in Qatar

As the pandemic spread throughout the world, Qatar too adopted online learning in an effort to manage the spread of the Covid-19 and ensure the continuity of the academic year. This paper investigates the attitudes, preparedness, and response of faculty members teaching in American higher education institutions in Qatar. While online learning as a teaching approach is not new, this study tries to explain how it was adopted and adapted to support emergency remote learning needs. Using Mezirow's transformative learning theory, this study argues that, under exceptional circumstances, faculty members experienced a reversed transformative learning situation while ensuring the continuity of the curriculum, capitalizing on students' engagement, and revisiting their assessment techniques. Using a questionnaire and one-on-one interviews with 13 faculty members, this study reconstructs their journey navigating through challenges while showing constant resilience and remarkable ability to question former assumptions, adapt to the current situation, and embrace this transformative journey. This study contributes to the current literature on online teaching and learning following the pandemic and emphasizes the importance of continuous faculty training and development. Other Information Published in: Social Sciences & Humanities Open License: http://creativecommons.org/licenses/by/4.0/ See article on publisher's website: https://dx.doi.org/10.1016/j.ssaho.2024.100823