Adult Education Theory Research Articles

Features of master training in the conditions of the university under the education and professional program «PEDAGOGY OF HIGHER SCHOOL. ANDRAGOGY»

The content of the article deals with the issue of «professional competence of the educator», the essential signs of professional competence which are due to constant changes in the world and determine the requirements for a «successful adult» are established. It has been determined that «continuing professional education» involves the process of improving professional specialization which lasts throughout the life of an adult. An important role in this process is played by the andragogic approach. The andragogic approach in the system of higher education today is considered the most relevant in connection with the introduction of continuing education (education throughout life). Based on this the process of training adults who enter the master's program having some experience of professional activity must be built on the basis of the principles of learning but from the standpoint of andragogy. In the course of studying the principles of adult education, the importance of the principle of modular design of the education process; the principle of education support; the principle of information completeness and accessibility; the principle of partnerships between the subjects of the education process and the principle of the self-development regime are proved. Directly andragogy contributes to the formation the necessary skills of those who learn, helps to master the necessary knowledge, forms the skills of planning, implementation, evaluation and correction of the process of their training and their own professional activities. A successful example of such a process is the modeling of the education system at the university regarding the training of students of the second (master's) level which is based on requests and provides for such a structure in which a scientific and problem approach is carried out which involves the integration of various sections of the education modules of academic disciplines. In the context of this the education and professional program «Pedagogy of Higher School. Andragogy», master's degree, field of knowledge 01 Education/Pedagogy, specialty 011 Education, pedagogical sciences, the level of the program of the NQF of Ukraine - level 7, FQ-EHEA - second cycle, EQF-LLL - level 7 and the features of its content are disclosed. It should be noted that through the study of the content of the academic discipline «Basics of Andragogy» in the context of continuous education, undergraduates become aware of the importance of education in the socialization of various groups of the adult population, determine the andragogic potential of formal, non-formal and informal education; learning in the adult education theory; acquisition of skills by students to identify the most relevant problems for different age groups of adults and organize their education activities in such a way as to provide them with an opportunity to get acquainted with various scientifically sound approaches to solving problems that concern them.

Utilization of theories in talent development: mapping the field of HRD

Purpose The process of talent development (TD) is one of the current trends in HRM and human resource development (HRD). Although scientific literature addressing the topic emphasizes that through development of talents, organizations can increase their productivity, performance and competitiveness, little is known so far concerning the development of this research field as a whole and particularly concerning theories prevailing in the area. While research into the field has been ongoing for two decades, the area has not yet been systematized based on key theories used as starting points for the research. The purpose of this paper is to focus on which theories in HRD are used in TD. Design/methodology/approach Concerning the topicality of TD, the present article provides a systematic review of literature summarizing current theories in TD based on the currently used typology of theories in HRD, adding the fourth pillar to the existing three, i.e. theories concerning adult learning and education, to increase the stability of the typology. Findings The paper argues that the area of TD prevalently uses sociological, psychological and ethical theories, which may be attributed to trends in HRD. The insufficient representation of theories of learning in TD, particularly in view of the fact that adult learning and development is the essence of TD, is an important finding. This finding is particularly important for science concerning adult learning and education. Originality/value The benefit of the presented analysis lies in a systematization of the individual theories and a comprehensive overview of the current theoretical framework of TD, as well as suggestions for future research making use of adult learning and education theories.

МЕТОДОЛОГІЧНІ ПІДХОДИ ДО УПРАВЛІННЯ ПРОФЕСІЙНИМ РОЗВИТКОМ НАУКОВО-ПЕДАГОГІЧНИХ ПРАЦІВНИКІВ КОМУНАЛЬНОГО ЗВО

The article updates the problem of managing the professional development of scientific and pedagogical workers of a communal institution of higher education, since the research of the mentioned phenomenon must be carried out using substantiated methodological approaches. Based on the results of the analysis of scientific and pedagogical literature, it was concluded that modern scientists have not fully studied the issue of methodological approaches to the management of professional development of scientific and pedagogical workers of a communal institution of higher education. In the article, the leading methodological approaches are defined as integrative, innovative, motivational, activity, reflexive, andragogic, competence, humanistic, person-oriented, axiological, acmeological, centralized, decentralized, regional. It has been established that the implementation of the integration approach allows to ensure the coherence of actions between all sections of the organizational structure of the communal institution of higher education. The use of an innovative approach has a positive effect on the emergence of new modern management ways of increasing the efficiency of higher education institutions. Taking into account the motivational approach ensures an increase in the internal motivation of scientific and pedagogical workers, the activity approach ‒ professional selfactualization, the reflective approach ‒ strengthening their ability to self-assess, adequate self-analysis. It is emphasized that the introduction of the andragogic approach allows to strengthen the connection between theory and practice of adult education, to determine ways of improving the qualifications of pedagogical workers. It was concluded that taking into account the principles of the competence approach helps in making balanced competent decisions, the humanistic approach helps to build friendly and tolerant relations between all participants in the process of managing professional development, and the person-oriented approach ‒ the development of individual qualities and abilities. The author also substantiates the significance of the axiological approach to the researched phenomenon (the application ensures the perception of the human personality as a value), acmeological (the implementation helps to achieve professionalism), centralized and decentralized (taking into account allows to find out the degree of influence on the management of professional development), as well as regional (the application provides take into account the peculiarities of a certain region) approaches.

From the history of Polish adult education theory and practice in the Third Republic of Poland. The Academic Andragogy Society (1993‒2023)

The year 2023 marks the 30th anniversary of the establishment of the Academic Andragogy Society (in Polish: Akademickie Towarzystwo Andragogiczne, ATA), a nationwide social research organization based in Polan reflects on its origins, history, organizational transformations, and the most important trends in its activity over the past three decades. The author also tries to assess the achievements of the Academic Andragogy Society in the key areas of its activity specified upon its establishment. The article is an interesting contribution to the history and practice of Polish adult education and the social research movement in social sciences in the Third Republic of Poland.

Women Pirates Learning Through Legitimate Peripheral Participation

In this field note article, I discuss my in-progress historical novel about privateering in the 17th century to demonstrate how adult education feminist theories of situated learning have influenced my fiction-based research. I introduce situated learning in gendered communities of practice, explain women’s experiences in (para)military organizations, and describe fiction-based research. I then compare theoretical concepts and quotations with excerpts from my fiction to explore feminist situated learning adult education theories, women in non-traditional roles, fiction-based research, and how women’s lives from the 17th century connect to those in the 21st. I conclude with a discussion of how adult educators can use fiction to engage with theory in their own teaching and research. In ways similar to Watson (2016), who argues that “fiction offers sociologists a medium for doing sociological work” (p. 434), in this article, I explore how fiction can offer adult educators a medium for doing pedagogical work.

Transforming adult education through critical feminist theory: Towards a critical consciousness learning model

AbstractIn this conceptual paper, I delve into the urgent necessity of reshaping adult education and advocate for the adoption of critical feminist theory as a foundational framework for the examination of adult education. Based on the theories of adult education and critical feminist theory, I argue that a critical feminist lens could help educators better support adult learners from diverse backgrounds and spark meaningful social change. Building on principles of ideology, consciousness, and standpoint from critical feminist theory, I propose a critical consciousness learning (CCL) model that challenges existing assumptions and inspires innovative research and practice. Ultimately, my objective is to empower adult educators to reimagine the landscape of adult education in a manner that champions principles of equity, inclusivity, and transformative learning, thereby ushering in a new era of adult education.

Development and Current Status of Andragogy in Slovakia

The paper deals with the origin and development of andragogy in Slovakia. Its aim is to present the constitution, development, and system of andragogy in Slovakia by means of a historical analysis and based on that analysis, the discovery, recognition, and interpretation of facts from the scientific works of the most important representatives of andragogy. The concept of andragogy as an integral part of the educational sciences began to take shape in Slovakia in the 1990s in the new social and political conditions. This process was based both on the traditions of adult education in Slovakia and on the theoretical foundations of adult pedagogy, mainly the works of foreign representatives of andragogy. The paper presents and discusses the systematisation of andragogy, the content definition of general andragogy, and the basic and applied disciplines of andragogy. Contemporary Slovak andragogy presents a conceptually and substantively elaborated theory of adult education.

Teachers as Adult Learners: Their need to Transform

In today's school, it is no longer the abundance of knowledge that matters, but the methods of acquiring it, the cultivation of skills, and the preparation of students to become active citizens and not just observers. The rapidly changing social environment and lately the Pandemic, have further elevated the role of education by introducing, if not "mandating", lifelong learning for the overwhelmed teachers. Considering the importance and criticality of the school's mission, the importance of the teacher's duties and the challenge in the implementation of their work can easily be seen. In this article, we will briefly explore three of the most basic theories of adult education and significant aspects of constructivism, whose tenets also undergird, teachers’ continuous and imperative need of adults’ lifelong learning. The theories discussed are the Andragogy of Knowles, Freire’s educational Social Change, and Mezirow’s Transformation Theory, as a resource for deepening our understanding of the critical matters affecting the need for new ways for teachers to approach their learning and teaching.

The necessity of Audio Visuals in Adult Education - An empirical study in Second Chance Schools in Greece

Starting from the basic principles and theories of Adult Education, the specific characteristics of adult learners, as well as the conditions for their effective education, the present study will attempt to present the importance of the use of audiovisual material (television, educational and non-educational, video, multimedia, etc.) in Adult Education in Second Chance Schools. For the effectiveness of education in adult population, it is useful to follow some prerequisites. The connection of learning with the needs of learners, as well as its voluntary nature are considered necessary elements. Still, for learning to be effective, careful structuring of the educational programme is needed, with clear reference of the educational objectives to the trainees. Also, personalisation in learning is considered particularly useful by incorporating the ways and pace of learning desired by the learners. Audiovisual media can be an important facilitator for adults in order to enable their active participation and overcome any obstacles on the path to the acquisition of new knowledge, since knowledge is made tangible through them. The use of audiovisual media, in contrast to traditional teaching methods, therefore, enhances adult learners' motivation to learn, since the combination of image and sound, as well as the charm of the codes of spectacle, make these media attractive, while at the same time allowing observation and enhancing group or practical exercises, they also contribute significantly to the process of self-education. Audiovisual media also promote self-activity, with an attempt to personalise teaching. The present research examined via a project the results of the use of audiovisual materials in an adult class of a second chance school in the suburbs of Athens. The results show the importance of use of audiovisual material in adult classrooms, not only for the new knowledge acquisition but also for the students’ satisfaction and motivation for the learning process.

The Challenges of Ukrainian Refugee Educators Abroad: Survey Results Based on the Example of Poland

Abstract The study presents the results of the online case study of Ukrainian refugee educators who were forced to move to Poland. The study aimed to investigate problems encountered by refugee educators and find possible options for supporting them and their professional activities per the interests expressed during the survey in the context of lifelong learning. The conceptual background of the research problem was based on the theory of adult education and the recent international strategies. The research sample consisted of 124 refugee educators aged 35–55+ years who have the potential to work by the obtained speciality. Data were collected using a Google Forms questionnaire; qualitative research methods were used. The results allowed for formulating conclusions and perspectives on the educators’ professional development and support.

Adults' Attitudes and Opinions Towards Elements of Promotional Mix and Promotion of Adult Education Programs

Following modern global trends in the commercialization of education and adopting the lifelong learning concept, as well as rapid development of adult education in Bosnia and Herzegovina, this research connects the adult education field with one of the vital management models in each organization/company's practice – marketing management. The number of adult education providers is increasing, but practical tools and research of their scope of work are in deficit. With the intention to contribute to the improvement of the theory and practice of adult education and marketing management and to help adult education providers adjust their promotional messages to their target groups, for the purpose of this research, the population of adults is divided into four generations: Baby Boom, X, Y and Z. This research aims to understand opinions and attitudes of the four generation's representatives on the elements of the promotional mix of educational institutions and determine whether changes between them exist or not. A qualitative research approach has been used in collecting primary data with focus groups as the main research method. The final result of this research is a projection of twenty recommendations to adult education providers (public and private schools, organizations and adult education centers), which are not only applicable in these education institutions. Other companies and organizations creating offers for age-segmented markets could also benefit greatly from these recommendations.

Andragogy in Action – the Bulgarian Experience

This research article draws attention to the Bulgarian experience in the development of andragogy as a fundamental adult education theory. The aim of the authors is to present the development of andragogy in Bulgaria as a science and its study as a university discipline. In the individual parts of the article, through an analysis of scientific publications, curricula and syllabi, answers to the following research questions are sought: What are the parameters of adult education in Bulgaria in the context of the opportunities for formal and non-formal education? How has andragogy developed as a science and a university discipline? To what extent do research interest and educational content follow the needs of the practice (in Bulgaria)? What andragogical training is needed by specialists, incl. teachers, organizing educational activities or teaching adult learners?

Characterizing individual trainee learning curves in surgical training: Challenges and opportunities

The surgical learning curve is an observable and measurable phenomenon. In the era of competency-based approaches to surgical training, monitoring the trajectory of individual trainee competence attainment could represent a meaningful method of formative and summative assessment. While technology can assist this approach, a number of significant barriers to the implementation of such assessment methods remain, including: accurate data collection, standard setting, and reliable assessment. Translating individual learning curve data into quantifiable case minimum targets in training poses further difficulties, and may not be possible for all procedures, particularly those that are less frequently performed and assessed. In spite of these challenges, significant benefits could be realized through an individualized approach to competency assessment using trainee learning curve data. Tracking competence acquisition against criterion-referenced standards could allow for targeted training and remediation, conforming with modern theories of adult education and empowering trainees to take control of their own learning. Learning curve data could also be used to assess the effects of educational interventions such as simulation-based training on subsequent competence acquisition rates. Ultimately, the individual learning curves of trainees could be used to inform personalised decisions regarding entrustment, credentialing, and certification, allowing training programmes to move beyond minimum operative experience targets as a crude proxy measure of competence.

Writing and Expression: Philosophical Reflections on Art Prompted by Dewey's View of Expression

In the present study, the emphasis is on Dewey's explanation of experience. Three dimensions, namely Art as Experiences, Psychology, and Democracy & Education, are chosen for this purpose. As an individual in-world experience, the actual world is composed of vibrant, rich experiences. While living is expansive and communal, there is a clear distinction between activity, sensation, and consciousness that permits study and choice. On the other hand, consideration implies a more solitary and abstracted knowledge of the world, with a more significant separation between actions, emotions, and perception. This distinction facilitates a more transparent comprehension of the scope of training. It avoids the traps of retrograde tendencies in the concept of engagement and facilitates the incorporation of imagining into the sphere of involvement. The traditional adult education theory is the antecedent of experiential learning. The fundamental illustration of the system is the four-step experiential learning model developed by David Kolb. Kolb says in his book "Experiential Learning" that this system was created by John Dewey, Kurt Lewin, and Jean Piaget. This article outlines Kolb's approach to constructing models of experiential learning. It focuses on how Kolb presents and implements the John Dewey-developed Ruwinian tradition of activity research to test his concept. Kolb appears to have condensed a corrupt and one-sided technique into a broad learning model, primarily in response to the conference of critics regarding the preparation of Tbunch. Contrast Dewey's notion of reflexive perception and activity with Korbu's interpretation of John Dewey's ideas. Kolb misinterprets Dewey's theory and concludes that the concept of quick and substantial experience in the experiential learning approach is problematic from an epidemiological standpoint. This article uses a hypothesis-based method to address two fundamental difficulties in adult education: experiential learning and the diversion, development, and application of ideas.

Teacher Participation in Continuing Professional Development: A Theoretical Framework

Given its importance and value in ensuring quality education, the Continuing Professional Development (CPD) of teachers draws significant attention from researchers. Research has thus focused on teachers’ CPD practices and the factors influencing those practices. However, a broad theoretical framework that relates teacher CPD participation factors to teacher characteristics and explains their interaction and the resultant CPD practices is yet to be developed. To address this gap, this article reviews literature on teacher CPD and synthesizes an empirically testable theoretical framework. The article begins by adopting a wide definition of teacher CPD as all learning that teachers undertake to improve their professional competencies, and proceeds to identify the essential aspects of teacher CPD and the factors that influence teachers’ participation in CPD. An analysis of the literature leads to the conclusion that teacher CPD is a context bound and goal-oriented learning activity, characterized by multiple aims, content, learning methods. By viewing teachers as adult learners and rational choice takers, principles of Adult Education Theory and propositions of the Rational Choice Theory are then used to explain the interaction of the factors and observed CPD practices. The article concludes by presenting several hypotheses and methodological implications arising from the framework.

A Teacher, an Advisor, and a Counselor: An Autoethnographic Narrative of an English Language Instructor

Using a personal narrative approach, I examine my experiences with teaching English to adults from a Balkan country. As I focus on understanding my teaching experiences, I frame my analysis through adult education theory to understand my role as an adult educator. The significance of this narrative comes from its focus on practice as I highlight the gaps in academic and professional development, challenges faced by, as well as developmental needs of English language teachers who teach adult learners in the Balkan context.

The “A2UFood Training Kit”: Participatory Workshops to Minimize Food Loss and Waste

The A2UFood project aspires to design and implement a holistic scheme for the management of food loss and waste, covering all aspects of the ‘reduce–reuse–recycle’ philosophy. An integral part of an efficient strategy to combat food wastage is raising awareness and informing the public. For this reason, among the designed direct, in person, communication activities of the A2UFood project, the ‘A2Food training kit’ has a key role. The kit includes a short theoretical background and nine sets of participatory activities, and it is the first of its kind implemented in Greece. After their evaluation through workshops, all proposed activities were included in an e-book for further use. Activities are based on the Education for Sustainable Development framework and the Sustainable Development Goals. The dissemination model employed draws on adult education theory, in the form of participatory workshops and also follows the ‘train the trainers’ principle. All the workshops are based on the principles of active learning, related to real life experience and cooperative learning. Following these principles, the activities designed for the workshops aimed to bring participants’ pre-existing experience, values, and beliefs into confrontation with a new context. Responding to COVID-19 pandemic limitations, necessary adjustments to distant training requirements were also implemented. Through the training kit, we have trained 270 trainers and, by the end of June 2021, 19 of them had implemented selected workshops for about 600 students, all over Greece. In conclusion, the multiplicative power of the kit is considered satisfactory under the given pandemic-induced social-distancing conditions, and it will have a lasting footprint alongside the informative campaign, since it will be available for use in the future, either as a tool for the training of trainers, or as material to be used by the trainers.

Lifelong learning in a globalized world: The need for critical social theory in adult and lifelong education

ABSTRACT This paper traces the evolution of discourses around the role of critical social theory in the field of lifelong education that have played out in the pages of the International Journal of Lifelong Education and elsewhere in the field, beginning with early critical theoretical discourses, a consideration of the impact of some key theorists and topics in the field, and then exploring the impact of feminist discourses and postmodernism and increasing interest in issues pertaining to identity. It raises questions about the future of adult education, given the rise of neoliberal values that threaten to undermine the historically critical social purpose focus of adult education. Due to neoliberal influences in academe, scholars may be concentrating on the dissemination of findings from externally funded research studies rather than focusing on the development of theoretical perspectives that provide an integral foundation for the field of lifelong education. The advancement of theory helps the field of adult education to explore global issues challenges that need to be addressed and develop analytical perspectives that address diversity and inclusion issues. Theory offers a framework to explore and inform policy development, to analyse research, and to develop democratic pedagogical practices for adult learners.

Upotreba filma kao obrazovnog medija u visokoškolskoj nastavi

This paper is the result of empirical, qualitative research conducted with the aim of studying and gaining an understanding of the benefits of using film as an educational medium in higher education in terms of achieving educational outcomes, providing students with emotional and cognitive stimulation and engagement, and encouraging reflection and self-reflection through a relationship with film as a specific carrier of educational content, which occur in virtual learning environments. The convenience sample consisted of twelve students who attended the course Online Adult Education in 2017-18, and who were intensively engaged in activities that were part of the course's thematic unit Theories of Learning and Online Adult Education. The instructional material used as part of this unit was Akira Kurosawa's film Rashomon (1950). Through two research phases: the discussion phase, which was also the phase of data collection, and the phase of narrative, discourse and content analysis, as well as the grouping of the data obtained through discussion and their thematic analysis, we arrived at results which can also be understood as practical educational implications, and which unequivocally indicate that the use of film as an educational medium encourages: the emotional and cognitive stimulation of students, whether positive or negative; students' perseverance in carrying out assignments and the eventual achievement of learning objectives; introspection, which further defines the quality of learning insights, reflection and self-reflection aimed at attaining concrete learning objectives predefined by learning units.

EDUCATION OF ELDERLY PEOPLE AS AN EDUCATIONAL TREND OF THIRD MILLENNIUM

The publication is devoted to the analysis of some features of elderly education development. There is a substantiation of the urgency of the raised problem. Emphasis is placed on the fact that the education of elderly people is an indicator of the development level of cultural, moral, scientific and technical potential of the country. The focus is on the essential aspects of hierargoics as a science. The need to develop a new perception philosophy of population aging and strategies to ensure old age in the life cycle of each individual is emphasized. The necessity of implementation of the complex state policy on education of elderly people, development and implementation of multivector programs for the outlined category of adult population is substantiated. It is emphasized that universities of the third age function as social projects in all regions of Ukraine. In the article highlighted the development of the state target program "Universities of the third age: it is never too late to study"; creation of the third age virtual universities (online universities); scientific substantiation of organizational and pedagogical conditions of creation and functioning of the third age universities; strengthening intersectoral / interagency cooperation and expanding networking in the world of elderly at the local and national levels. It was emphasized that institutions for the education of older adults should promote the development of their social activity, overcome isolation, loneliness and provide comprehensive socio-cultural adaptation and rehabilitation. Special attention is paid to the issue of pedagogical staff training for the teaching of the elderly. The expediency of interdisciplinary research on the theory and practice of senior adult education is substantiated. It is determined that a perspective area of further research is the problem of scientific and methodological support for the elderly education.