| Summary: | The present paper addresses the theory of transformative learning, analyzing it against the background
of the recent transformations of Moldovan academic landscape and higher education institutions in particular. Since its
emergence in the field of adult education, transformative learning has been of a continuous interest mainly for scholars
in North America with episodic European publications on the subject. Rooted in Constructivism, transformative learning seeks to help adult students develop inclusive and reflective frames of reference by critically addressing own stereotypes and prejudices. The successful translation of the recent documents of Moldovan education policy into practice,
the requested change in university mission and expected learning outcomes may find a solid frame of reference in the
insights of Jack Mezirow’s theory, the initiator and major contributor to the above-mentioned theory.
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