Abstract
In recent years, adult education has assumed an indispensable role in capacity building and human resource development in Nigeria. This is premised on the fact that adults constitute the country's working population and labour force. Consequently, the need for transformative adult learning becomes more imperative for all categories of adults to maximize their potentials and make meaningful contributions to themselves and society at large. This study explores the role of conscientization in facilitating transformative adult learning in Nigeria. The paper carefully examined Paulo Freirean's notion of 'conscientization' and its use in contemporary adult learning settings to actualize personal, social, and political transformation among adult learners. The paper x-rayed concepts of conscientization and transformative adult learning, respectively. It delved deeper into the discussion of Mezirow's transformation theory as an anchor for the research. The paper also explored the application of conscientization in various adult education settings, such as adult literacy programmes, community development and empowerment, workplace learning and organizational development, social movement and political education, health education, public education, and participatory action research. Lastly, the paper discussed conscientization-orientated strategies and curriculum for transformative adult learning. The paper argues that conscientization not only leads to positive change in individuals but also raises a wider culture of active involvement in communal responsibilities and advocates the need to uphold the notion in all adult learning situations. DOI: https://doie.org/10.50390/NCAEJ.2026203785