RESEARCH

ABSTRACT

As crime and justice evolve, traditional instruction falls short of 21st-century demands, making transformative pedagogical approaches essential for fostering learner-centered, outcome-based education rooted in real-world application. This study evaluated the effectiveness and implementation challenges of transformative pedagogical approaches in criminology education as a basis for learner-centered, outcome-based education. Centered on key domains—application, association, generalization, preparation, presentation, and hybrid learning—the study explored how these innovative strategies contribute to bridging theory and practice in criminology. Utilizing quantitative descriptive design and employing validated survey tools, responses from students and faculty were analyzed using median scores and the Mann-Whitney U test. Findings revealed that transformative pedagogies were consistently rated as very effective, with the domain of preparation receiving the highest median, underscoring their impact on real-world readiness. Hybrid learning, though effective, received the lowest median among the domains, indicating areas for improvement in digital instruction and engagement. There were no significant differences between students' and faculty's perceptions, indicating shared recognition of these methods’ value. However, issues such as inadequate community outreach and lack of laboratory apparatus were rated as serious, presenting notable implementation challenges. Information technology was also identified as a less serious but relevant concern, particularly in relation to digital access and hybrid learning delivery. The study developed strategic measures addressing these issues, including the enhancement of experiential learning, infrastructure, technological integration, and faculty upskilling. A learner- centered, outcome-based education (LCOBE) model was formulated from the findings, aligning transformative strategies with measurable learning outcomes across cognitive, affective, and psychomotor domains. The study contributes significantly to the reformation of criminology education by offering an inclusive, practical, and student- centered framework that prepares learners for the complexities of modern criminal justice practice.

KEYWORDS

Transformative pedagogy, criminology education, outcome-based education, experiential learning

CITATION

Prado, P. E. D. (2025). TRANSFORMATIVE PEDAGOGICAL APPROACHES IN CRIMINOLOGY EDUCATION: BASIS FOR LEARNERS-CENTERED OUTCOME-BASED EDUCATION. GET INTERNATIONAL RESEARCH JOURNAL, 3(4), 1–33.
https://doi.org/10.5281/zenodo.17765914