3 rd International Conference on Multidisciplinary Research & Practice Page | 332 Volume IV Issue I IJRSI ISSN 2321-2705 Transformative Pedagogy: A Paradigm Shift in Higher Education Pallavi D. Khedkar, Preeti Nair Parul University, Vadodara, Gujarat, India Abstract: In the old pedagogies, a teacher’s quality was assessed primarily in terms of their ability to deliver content in their area of specialisation. Pedagogical capacity was secondarily important; its development in colleges of education varied a lot by country and culture. In most places, “teaching strategies” overwhelmingly meant direct instruction. In recent decades, technology has been layered on top of content delivery and used primarily to support students’ mastery of required curricular content. The question of what and how students should learn has been occupying a central place in debates on education in many countries in the Asia-Pacific region (UNESCO, 2014). A relevant education is not limited to a classroom, but seeks to contextualize the issues by the surrounding areas and people as parts of the learning environment. With the introduction of ICT and online education, there is a considerable potential for increase and a transformation from a simple classroom to complex virtual classrooms with participants collaborating irrespective of time and place. Transformative pedagogy is defined as an activist pedagogy combining the elements of constructivist and critical pedagogy that empowers students to examine critically their beliefs, values, and knowledge with the goal of developing a reflective knowledge base, an appreciation for multiple perspectives, and a sense of critical consciousness and agency. A transformative pedagogy underlies and contributes to the extent of the change, as more argue for a range of analytical and context-related skills to be developed in students. To operationalize education associated with sustainability, teaching approaches must focus on elements relating to the processes of learning, rather than the accumulation of knowledge—to develop graduates with capabilities to improvise, adapt, innovate, and be creative. Thus, the following research questions emerged, What is the impact of transformative pedagogy on fostering in- service teachers' transformative learning? What practices of transformative pedagogy impact student transformative learning? The Faculties from 3 private universities of Baroda were the sample for study. The Questionnaire was sent by Google forms and some of the faculties were interviewed and their opinion was noted related to transformative pedagogy. The data was collected from 150 faculties of different streams. The data collected through questionnaire was analysed quantitatively, keeping in mind the significance of the study whereas the interviews and opinionnaire was analysed qualitatively. The purpose of the current article is to revisit transformative pedagogy in order to redefine its units of analysis, its objectives and its methodologies, in a way that would make it more meaningful in the context of today’s knowledge driven society. Key words: teaching approaches, transformative pedagogy, sustainability, accumulation of knowledge I. INTRODUCTION he question of what and how students should learn has been occupying a central place in debates on education in many countries in the Asia-Pacific region (UNESCO, 2014). In response to these debates, countries in the region are increasingly introducing various policy changes and curricula reforms. Such reforms recognize that existing curricula are not suitable for the needs of learners in the twenty-first century, and seek to introduce learning that will prepare people of the region to live peacefully and sustainably in a rapidly changing world (UNESCO, 2015). Reforms in curricula and in pedagogical practices have broadened in scope and magnitude in recent decades by integrating social dimension into the teaching of science, mathematics and technology (Olson et al., 1999). In addition, pedagogical innovations have been explored using information and communication technology at the school level (Harris, 2002; Janicki and Liegle, 2001; Martinez-Garcia et al., 2012; Hargis, 2001; Mioduser et al., 2003; Wu et al., 2008; Law, 2006). Reforms of pedagogy have also been driven by theories of progressivism and human learning and development, such as socio-cultural models of human learning, as well as by theories about pedagogical content knowledge in the design of learning activities and community practices (John and La Velle, 2004; Ferdig, 2006; Goodyear and Casey, 2015). Reforms have also had an effect on teacher education (Peers et al., 2003; Koh et al., 2013; Laferriere et al., 2006; Michalova et al., 2002; Moon et al., 2003). The studies into future needs suggested that a gap exists between the current outputs of the education system and society‟s education needs, but that this could be bridged by a multipronged approach that involves making changes to curricula, teacher supply and training, infrastructure and technology (Lee et al., 2009; Yun et al., 2007).Thus, then the question arises as, How can education include the dialogue and actions necessary to create this kind of change? What role can transformative learning play in creating a more sustainable future? Concerns about the state of the world are echoed in concerns about higher education.“Sustainability is about the terms and conditions of human survival, and yet we T