This literature review paper aims to explore the current state of transformative learning theory in a global context by examining how scholars from different world regions understand, utilize, and develop transformative learning theory in their own contexts. Transformative learning theory has been a significant framework for investigating individuals' personal transformations (Mezirow, 1997, 2000) and promoting social transformations (Allman, 1999). Our review covers scholarship from the USA, Canada, Europe, Asia, the Middle East, Africa, and South America. The results reveal an unequal development of transformative learning theory among countries in the West and East and North and South. This paper argues that mapping the understanding of transformative learning theory in a global context could help bridge the theoretical gap between different regions, enrich our understanding of the broader meaning of transformative learning, and promote more inclusive and equitable practices in education. [For the full proceedings, see ED665621.]