From Standardised Expectations to Holistic Growth

This study explores how capacity building, as an integral aspect of transformative learning, reorients higher education to foster critical thinking, collaboration, self-reflection, and adaptability. By critiquing traditional pedagogical models that prioritise efficiency, employability, and quantifiable outcomes, this research positions capacity building as essential for equipping students to address complex societal challenges. Grounded in transformative learning theory, this paper analyses two case studies at Erasmus University Rotterdam: the Impact Space Minor and the Design Thinking for Data-Driven Prevention course. The study combines focus groups, student reflective diaries, and course observations to assess how feedback literacy, societal engagement, and experiential learning enhance capacity building. Results highlight the importance of participatory and interdisciplinary approaches, collaborative feedback processes, and learning experiences with societal partners. These findings indicate that transformative education fosters resilience, intellectual growth, and civic responsibility while emphasising the need for flexible assessment models that balance academic achievement and holistic development. The paper concludes with recommendations for integrating capacity building as a core component of curricula in higher education.