Transnational Community of Practice on
Blended Transformative Learning for Regenerative Futures

Meet your peers and join our co-creative journey
in the



Establish and maintain a thriving social learning and action community and platform that generates and provides peer-to-peer support to transformative learning educators and social change catalysts, who in turn enable and empower people, teams, communities, networks and social movements to envision, co-create and catalyse life-affirming, regenerative futures.

For more information, feel free to come in touch with the coordinator of BLAST: community (at)


Blended transformative learning enabling engaged citizens, community-led initiatives, activists and boundary-crossing partnerships in Europe to engage in holistic (inner+social+ecological) transitions to regenerative futures.


“Sustainability-oriented ecologies of learning are blended learning spaces where multiple actors having different backgrounds co-create sustainability organically using a variety of tools, relations, and forms of learning” (Wals, 2020, p. 61). “An ecology of learning is a networked, facilitated, and mediated configuration of formal and informal forms of learning aiming for and embedded in a change challenge. A sustainability-oriented ecology of learning essentially comprises a vital coalition of multiple stakeholders engaged in addressing a common challenge and/or realising a common vision, using a blend of learning processes in order to bring about a real, meaningful, and responsible change” (Wals, 2020, p. 64). Blended learning also means combining place-based and online learning opportunities.

Transformative learning involves experiencing a deep, structural shift in the basic premises of thought, feelings, and actions. It is a shift of consciousness that dramatically and permanently alters our way of being in the world. Such a shift involves our understanding of ourselves and our self-locations; our relationships with other humans and with the natural world; our understanding of relations of power in interlocking structures of class, race and gender; our body awarenesses; our visions of alternative approaches to living; and our sense of possibilities for social justice and peace and personal joy” (O’Sullivan, Morrell & O’Connor, 2002, p. xvii).




  • Building a lively professional community
  • Sharing of information, experiences, practices, projects and programmes supportive of blended transformative learning
  • Reflecting on how to walk the talk, how to embody and manifest the principles
  • Developing fundable collaborative projects
  • Co-creating a joint platform supporting collaboration, resourcing and service delivery of educational professionals and providers in this domain
  • Building and cultivating a shared knowledge base of methods, tools, case studies, research evidence etc.
  • Shaping a joint quality development framework and new emerging professions (e.g. “transition catalyst”)
  • Prototyping innovative blended learning pathways that synergize place-based and online learning
  • Prototyping approaches that support accelerated social and organisational learning in multi-stakeholder networks
  • Building capacity for cross-movement, cross-sector, cross-border and cross-level (local to global) collaboration, for evolving boundary-crossing “ecologies of learning” and “transformation eco-systems”

Related projects

Current transnational projects

Past transnational projects

  • SIRCLe  – Social Innovation for Resilient Communities (2014-2017)
  • CLIPS – Community Learning Incubator Programme for Sustainability 

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