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Literature on transformative learning in sustainability informed our hypothesis that problem-posing instead of problem-solving case study teaching would yield greater incidences of students’ premise reflections at the deepest level. For our quasi-experimental design, undergraduate students at a business school werepresented with a teaching case of corporate sustainability then half were given problem-solving prompts for critical reflection while the other half were given problem-posing prompts. Resultant responses were classified to expose differences in the nature and levels of reflection between these two groups. This pedagogical research indicated that the problem-posing group reached deeper levels of reflections, though further research is needed to better understand this phenomenon. We advocate for the utility of a problem-posing approach in sustainability education. This study contributes  \n1 Universidade Presbiteriana Mackenzie, São Paulo, SP, Brazil 2University of Central Oklahoma, Edmond, OK, USA  \nCorresponding Author:  \nJanette Brunstein, Universidade Presbiteriana Mackenzie, Consolação Street, 930—Consolação, São Paulo, SP 01302-907, Brazil.  \nEmail: [janette@mackenzie.br](janette@mackenzie.br)  \na problem-posing protocol for business schools, curricula, and professors, as well as suggestions for further research for theoretical understanding of problem posing for transformative learning in sustainability.  \nKeywords  \nproblem posing, problem solving, sustainability, management education, transformative learning, critical reflection  \nIntroduction  \nThis paper discusses transformative learning for sustainability education in business classrooms. Based on the concept of problematization or problem posing (Freire, 1970; Mezirow, 2010; Schön, 1993), we used a pedagogical research design (Kennedy-Clark, 2013) to gather and analyze response data from business students given problem-solving or problem-posing sustainability case study teaching activities. Problem solving (PS) has been the basis of many tools (e.g., case studies and simulations) for decades to teach business students to explore complex situations and make decisions (Brunstein et al., 2021; Prado et al., 2019) . Problem posing (PP) has not been employed and popularized, despite claims that it could provide transformative learning (TL) in sustainability education (Brunstein et al., 2021) . To begin to understand the relationship of PP and PS frameworks to reflections, we developed a case study protocol, deployed to 173 undergraduate students, then collected and analyzed data from two rounds of individual and group reflections.  \nPS can promote critical thinking, creativity, and result in learners with competence in overcoming simple and well-structured challenges, but it relies on a more pragmatic and less reflective teaching-learning perspective (Kapur, 2015; Myran & Sutherland, 2016) . The logic-oriented mindset built through PS embeds the biases and assumptions of the underlying problem itself (Myran & Sutherland, 2016), whereas PP is an alternative approach promoting learners’ anticipation, discussion, and reflection on potential challenges. This deeper reflective practice makes PP vital ","cbCaieDsujTyLTwA","https://ap.wps.com/l/cbCaieDsujTyLTwA","pdf",748509,31,"English","# Abstract\n# Introduction\n## Transformative learning and problematization\n## Problem-solving vs. problem-posing in sustainability cases\n## Wicked problems and reflective depth\n## Paradigm shift challenges in business education","[{\"question\":\"What is the main purpose of the study?\",\"answer\":\"To examine and develop problem-posing case study teaching methods that encourage business students’ reflections on sustainability premises.\"},{\"question\":\"How does the study compare problem-posing with problem-solving?\",\"answer\":\"Students were presented with a corporate sustainability case; one group received problem-solving prompts for critical reflection, while the other received problem-posing prompts, and responses were classified by reflection depth.\"},{\"question\":\"What were the key findings about students’ reflections?\",\"answer\":\"The problem-posing group reached deeper levels of reflection than the problem-solving group, indicating greater occurrence of premise reflections at the deepest level.\"}]","Introducing a Problem-Posing Protocol to Encourage Management Students’ Reflections on Sustainability Premises | PDF",1792539965,78]