轉化學習理論研究的發展趨勢：生成式AI時代下的應用與挑戰

Development Trends in Transfer Learning Theory: Applications and Challenges in the Era of Generative AI

本研究旨在探討轉化學習理論（transformative learning theory）自Mezirow（1978）提出以來的核心發展與應用，並系統性分析生成式人工智慧（Generative AI）對該理論在成人教育中所帶來的挑戰與機遇。轉化學習強調透過批判性反思促使個體重新檢視既有信念與價值觀，達致深層變革。在數位化與智慧化教育環境快速成長的背景下，AI技術展現出協助個性化學習、促進批判性對話及減輕教學負擔的潛力，卻也伴隨著資訊正確性、倫理及文化多樣性等新興挑戰。生成式AI可於迷惘困境觸發、即時批判性反饋及情感支持等方面強化轉化歷程，但亦須關注偏誤內容、文化霸權及學習者自主性問題。本研究綜整轉化學習理論的重要歷程、批判性思考階段及能力賦予機制，並提出結合AI的新型教學模式與研究建議，期望為未來成人教育實踐與理論發展提供可行的方向與理論基礎。

This study aims to explore the core development and applications of Transformative Learning Theory (TLT) since it was proposed by J. Mezirow in 1978, and to systematically analyze the challenges and opportunities brought by Generative Artificial Intelligence (Generative AI) to its practice in adult education. Transformative learning emphasizes critical reflection that enables individuals to reassess their existing beliefs and values, leading to profound personal change. In the context of rapid digitalization and the rise of intelligent education environments, AI technologies demonstrate significant potential to support personalized learning, facilitate critical dialogue, and alleviate teaching burdens, yet they also introduce challenges related to information accuracy, ethics, and cultural diversity. Generative AI can enhance the transformative learning process by triggering disorienting dilemmas, providing immediate critical feedback, and offering emotional support. However, issues such as biased content, cultural dominance, and learner autonomy must be carefully addressed. This study synthesizes key processes of transformative learning, stages of critical thinking, and empowerment mechanisms, and proposes innovative pedagogical models that integrate AI, offering practical directions and theoretical foundations for future research and practice in adult education.