This article explores the concept of transformative learning in the context of higher education in Uzbekistan. Transformative learning, which focuses on critical reflection, perspective change, and the development of autonomous, socially responsible learners, has gained increasing attention globally. The study analyzes the opportunities for implementing this pedagogical approach within Uzbek higher education institutions, such as modernization of curricula, policy reforms, and digitalization. At the same time, it highlights critical challenges including traditional teacher-centered methods, limited academic freedom, and infrastructural constraints. By examining both the prospects and barriers, the article offers practical recommendations for enhancing transformative educational practices in Uzbekistan’s universities. The findings aim to contribute to the ongoing discourse on educational innovation and the alignment of Uzbek higher education with global quality standards.

Transformative learning, higher education, critical reflection

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