The article in question represents a feedback response to the rapid development pace observed across all branches of human activity, which poses a challenge for making changes within the education system. These changes have spurred reforms aimed at producing revisions both at the level of educational policy and at the level of the system, process, which, in turn, lead to increased demands regarding the level of provision of educational services by teaching staff in the institutions of higher education responsible for training trainers for future social subjects. The article provides a structural overview of transformative learning stemming from the constructivist paradigm. The content includes theoretical arguments and praxiological proposals aimed at ensuring the functionality of the learning process in the third phase of transformative learning, which involves the critical assessment of one's own perspectives.