Journal of Education and Research

Journal of Education and Research, Volume 15, Issue 2, 2025, 7-22

Publication date: Sep 25, 2025

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This research recounts the ways Ethical Dilemma Story Pedagogy (EDSP) has been used in a classroom to explore interpretative and creative spaces for transformative learning. I examine this practice through an experiential approach that cultivates learners’ critical self-narratives for a meaningful engagement in the classroom (Pandey, 2021). Central to this research is the premise that transformative learning emerges most powerfully when learners, along with their teachers, critically question their assumptions and decision-making in relation to others in their social contexts. Building on this understanding, we have remained attentive to people, place, and culture, particularly at a time when ethical involvement in education appears to be diminishing. The use of ethical dilemma stories in a transformative setting has encouraged students to connect themselves with their surroundings, listen to and speak up about their experiences, and actively participate in their personal, familial, social, and moral development. It incorporates dialogue and critical reflections to nurture students’ multiple ways of knowing, thereby motivating towards cross cultural understanding, mutual respect, collaboration, and trust. Thus, the use of EDSP in English teaching, which is culturally relevant in Nepal, can open interpretative and creative spaces for deeper learning.

critical reflection student engagement transformative learning

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