Pixel International Conferences

Humanity is at a juncture in history marked by intensifying poly-crises, underscoring the vital role of transformative education (TE). At the heart of this challenge lies an often overlooked yet urgent imperative: unlearning. This paper argues that without unlearning, there is a risk of reproducing knowledge systems that undermine the sustainability of the future.It explores how intentional unlearning can enhance TE to cultivate flourishing futures, particularly in the context of adult education. The paper introduces three core capabilities grounded in the Unlearning Mandala—a comprehensive theory of unlearning developed through Constructivist Grounded Theory and synthesised from interdisciplinary insights of transformative educators. The Mandala serves as a meta-framework that maps the ways, conditions, contexts, levels, layers, types, and outcomes of unlearning. Building on these dimensions, the Q-EA framework is proposed: Questioning Critically, Engaging Difference, and Activating Alternative Futures—capabilities that foster agency for both individual and systemic transformation. Grounded in scholarly research and lived experience in adult education for social change, intercultural leadership, and interdisciplinary learning, this paper demonstrates how intentional unlearning can be activated through curriculum design, educator development, and policy innovation—preparing humanity for more flourishing and sustainable futures.

Keywords: Unlearning, Adult Education, Transformative, Sustainability, Social Change, Flourishing

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