Principles Of Andragogy Research Articles

Enhancing civic engagement through podcasting: a modern approach for higher education

ABSTRACT Civic Education in higher education often struggles with student disengagement, largely due to traditional, less interactive teaching methods. This study explores the integration of podcasts as an innovative tool to enhance civic engagement among students. Grounded in andragogical principles, podcasts offer a dynamic platform for active participation, fostering critical discussions and reflections on pressing social issues. Conducted within the Faculty of Languages, Arts, and Culture at Universitas Negeri Yogyakarta, Indonesia, this research involved students from the English Education Program and employed a qualitative descriptive approach to assess the impact of podcasts on critical thinking, collaborative learning, and the understanding of civic concepts and social responsibility. The findings indicate that podcasts significantly enrich the learning experience, equipping students to become more critical, socially conscious citizens who actively contribute to societal change. This study contributes to the field by highlighting the effectiveness of innovative teaching strategies in Civic Education, particularly the use of podcasts to strengthen civic engagement and social responsibility in higher education. The implications of this research underscore the need for educators to adopt more engaging and interactive methods, thereby equipping students with the essential skills and knowledge to actively participate in civic life and address social issues effectively.

Digital Game Design for Older Adults: A Conceptual Framework

The digital revolution, particularly digital games, can potentially improve older adults' lives. However, the commercialised digital games on the market are not designed specifically to help this demographic cope with the adverse effects of ageing. There are no specific guidelines or frameworks that consider the andragogy principles. We aimed to address our research question: How can older adults’ game experience influence design consideration? and discusses a framework that could aid the design and development of digital games focusing on older adults and their gaming experience. Mixed-method approach is used in this study, consisting of four stages in the research design. This article introduces and discusses the purpose, design, play and experience (PDPE) framework which has informed the development of a game prototype that was used to validate the framework by investigating older adults’ experiences.

Application of andragogy principles in teaching foreign language (using English as the example)

Developing methods and ways of teaching for adult learners is one of the main tasks in modern higher educational institutions and extended educational systems, because a specialist of the modern progressive society must be not only a professional in his field and possess a number of skills and abilities necessary for work, but be proficient in one or more foreign languages. However, in ourexperience many specialists neither speak a foreign language at all, nor know it at a high enough level to run professional operations in a foreign language, whether it is negotiating or writing a business letter. For this reason, this article analyses the works of many scientists studying the problems of andragogy, ascience dealing with the specificities of adult education. Not only main negative psychological factors, interfering the effectiveness of foreign language learning byadults, are identified but also positive ones, among which there is a high degree of motivation and the ability to independently control their learning process, evaluate learning results. A teacher plays an important role in a learning process, whose main task is to plan a course so that adult learners can achieve by the end their goals and can apply their knowledge in practice. Therefore, variouscommunicative methods in teaching adult learners are used to develop speaking,reading, listening and writing skills, as well as to form a number of competenciesnecessary for professional activities and process of communication in a foreignlanguage. The main objective of this article is to find the effective ways, methodsand strategies in teaching adult learners. The relevance of the study is explainedby the need of specialists with a foreign language knowledge in the modern labormarket; hence, a language learning by adults is highly demanded.

Application of Andragogical Principles in the Catfish Cultivation Training Program at the Nanggalo District Office, Padang City

Application of Andragogical Principles in the Catfish Cultivation Training Program at the Nanggalo District Office, Padang City

The Relationship between the Application of Andragogical Principles and Package C Learning Motivation in PKBM Surya Amanah Pasaman District

The Relationship between the Application of Andragogical Principles and Package C Learning Motivation in PKBM Surya Amanah Pasaman District

Developing a Virtual Oral Inquiry Community for Teacher Educator Professional Learning: A Case Analysis

ABSTRACT Amid an international turn toward clinically based initial teacher preparation, the field of teacher education needs promising mechanisms to drive the professional learning of the teacher educators enacting the turn. This article introduces an example of one such mechanism by presenting and analyzing the case of a virtual oral inquiry community that supported the professional learning of three clinically based teacher educators affiliated with separate teacher preparation programs. Informed by the principles of andragogy, the inquiry community reformulated practitioner inquiry (the systematic, intentional study by educators of their own professional practices) into a new cycle of oral inquiry that teacher educators used to learn together across contexts. Practices associated with the teacher educators’ inquiry cycle (selecting common texts, returning to local practice, reconnecting, sharing problems of practice, and analyzing common texts in relation to local problems) generated both personal and collective impacts significant to their learning. The teacher educators developed a strong sense of interpersonal trust that made it possible for them to become vulnerable about their practices. Together, they developed shared understandings of problems of practice affecting clinically based teacher educators, which addressed a shared problem of professional isolation and enhanced their ability to sustain their professional learning over time.

Designing, Developing and Examining the Effectiveness of a Machine Learning–Based Mobile Recommendation System for Parents' Digital Parenting Skills

ABSTRACTIt is of paramount importance that children are equipped with the requisite digital parenting skills to protect them from the risks and threats that they may encounter in the digital environment while also enabling them to seize the opportunities that the digital realm presents. Mobile recommendation systems (MRS) represent a significant intervention for the development of digital parenting competencies among adults. Nevertheless, there is no evidence in the literature of any attempt to develop the system. The objective of this study is to examine the process of developing an MRS for parents' digital parenting skills and to evaluate the effectiveness of the developed system through a pilot study. The study employed the developmental research Type 1 model. The study was structured in three stages: the design of the MRS, the development of the recommendation system (RS) and the pilot study. In order to facilitate the development of the MRS, three distinct working groups were established. The research yielded several key findings. Primarily, it established the theoretical foundation of the MRS, delineated the design principles to be considered in system design and elucidated their application in the system. Additionally, it identified the essential components and functions that should be incorporated into the system. In light of the expert opinions on compliance with andragogical principles, it was observed that the consideration of environmental factors emerged as a prominent theme. It was observed that the experts assigned the highest suitability scores to fault tolerance, low physical effort and an instructional environment in the system design. The system was found to be effective in terms of redundancy, sound and picture quality for all content titles and multimedia principles. The findings of this study indicate that the MRS may be an effective tool for fostering digital parenting skills. However, further research is necessary to develop age‐appropriate measures and to assess the long‐term impact of the system.

Reimagining neuroscientific and andragogical principles for dementia care education.

This article aims to explore the integration of Louis Cozolino's (2013) andragogical strategies with the tenets of person-centered dementia care practices to enhance dementia care education. The article examines the multiple dimensions of learning in adulthood, highlighting the role of neural plasticity and lifelong brain adaptation in shaping learning and experiential strategies. This in-depth evaluation underscores the significance of tailoring andragogical approaches to the needs of adult learners, who, in this context, are care providers for persons with dementia. This is done through proper understanding of the neurobiological realities and the unique learning needs of adults. Such tailored approaches can be aligned with the brain's adaptive nature by recognizing the intricate interplay of cognitive, emotional, and social dimensions. Highlighting the need for including lessons on the person-centered approach in dementia care education, the paper argues that adult learners - who are essentially part of the dementia care workforce - first need to learn, appreciate, and embrace the approach before applying it in their caregiving practices. This article presents an overarching argument that integration of Cozolino's principles of adult learning with tenets of person-centered dementia care could provide a robust framework for dementia care education.

A Protocol for Patients' Education Based on Andragogy: A Convergent Parallel Mixed Methods Study

Background: Patients' education is a key factor in patients' care. The purpose of this study is to design a protocol for a convergent parallel mixed methods study to explore the experiences of patients about their received educations based on andragogy model. Methods: This convergent parallel mixed method study includes two parallel quantitative and qualitative phases. During the quantitative phase, a cross-sectional survey will be conducted on 350 adult patients who had the history of hospitalization and received patient education from selected hospitals of Tehran, Iran. Sampling method will be random, and data collection tool will be a researcher-made questionnaire based on the principles of andragogy. The questionnaire’s validity and reliability are also measured, and data will be analyzed using SPSS 16. The qualitative phase will be conducted on adult patients who will be recruited purposively with maximum variation from the selected hospitals. Data will be gathered through semi-structured interviews and analyzed by directed content analysis. With regard to mixed method and using aligning convergence method, the results of the two sets of data will be compared or merged to see if the findings confirm or disconfirm each other. In this parallel section, the similarities between quantitative and qualitative results for assessing patient education are discussed and adapted to suit each other based on andragogy. Conclusions: The findings of this study will provide information regarding defects in patient education, suggesting that the principles of andragogy will develop patient education programs.

Exploring the dynamics of physician-patient relationships: Factors affecting patient satisfaction and complaints.

This review identifes the factors influencing the relationship between physicians and patients that can lead to patients' dissatisfaction and medical complaints. Utilizing a systemic approach 92 studies were retrieved which included quantitative, qualitative, and mixed method studies. Through a thematic analysis of the literature, we identified three interrelated main themes that can influence the relationship between physicians and patients, patients' satisfaction, and the decision to file a medico-legal complaint. The main themes include patient and physician characteristics; the interpersonal relationship between physicians and patients; and the health care system and policies, with relevant subthemes. These themes are demonstrated in a descriptive model. The review suggests areas of focus for physicians who may wish to increase their awareness around the potential sources of relational problems with their patients. Identifying these issues may assist in improvements in the therapeutic relationship with patients, can reduce their medico-legal risk, and enhance the quality of their clinical practice. The findings can also be utilized to support andragogical principles for medical learners. The article can serve as a structured framework to identify potential problems and gaps to design and test effective interventions to mitigate these potential relational problems between physician-patient.

СТАНОВЛЕННЯ І РОЗВИТОК СИСТЕМИ НАВЧАННЯ ДОРОСЛИХ МІГРАНТІВ У КАНАДІ

Canada has considerable experience in integrating migrants, including adults, into its society and labour market. In view of this, the purpose of the article is to highlight the path and changes that took place during the formation and development of the adult migrant education system. The author has found out that an adult migrant does not differ from a typical adult student in terms of goals, needs, and preferences for choosing various educational programs or training courses. At the same time, it has been noted that an adult migrant has slightly different motives and a stronger motivation to continue studying further. These are determined by various social and personal factors. The article provides a detailed list of these factors and offers a brief description. In view of the above, it has been traced how the educational needs of adult migrants were taken into account within the adult education system of Canada. Also, the process has been characterized at various stages of the formation and development of the Canadian adult education and training system. The following three stages have been distinguished: language courses for adult migrants without andragogic principles of education; the development of civic education and the introduction of the principles of adult education into the practice of language courses; integration of educational opportunities of formal, non-formal and informal education. Each stage introduced both positive and negative changes in the system of adult migrants’ education, which were characterized and substantiated. Prospects for further research related to the analysis of Canada’s educational opportunities for the integration of Ukrainian migrants who were forced to become refugees due to the war are determined.

The evaluation of gamification implementation for adult learners: A scale development study based on andragogical principles

This study utilised scale development analysis to evaluate the effectiveness of gamification based on Knowles' andragogical principle in facilitating online learning for adult students. An exploratory sequential mixed-method research design was employed, incorporating interviews and field notes to gather qualitative data for scale construction. The Gamification for Adult Questionnaires (GAQ) scale was developed via questionnaires and analysed quantitatively. The thematic analysis of qualitative interviews revealed 23 sub-themes based on the five main andragogical principles used as a foundation for the quantitative analysis scales. Initially, 47 items were constructed, but five items with low communalities were excluded and an EFA with varimax rotation was performed on the remaining 42 items. The KMO and Bartlett test yielded a satisfactory value of 0.90 Williams et al. (2010). The Chi-square test (Bartlett's method) resulted in a significant sphericity level of p < .01. The EFA results enabled the categorisation of the 42 items into four factors: independent learning (9 items), learning engagement (15 items), knowledge-experience sharing (7 items), and application to real-life situations (11 items). The high alpha coefficient of 0.97 suggests the scale is reliable, and the 42 items account for 81% of the variance. The results indicate that the GAQ scale is a valid and reliable tool for evaluating gamification based on andragogical principles in adult learning settings. This study provides a foundation for future researchers interested in exploring gamification with contemporary teaching methods and technology for adult learners using Knowles' andragogical principles.

Tools or Fools: Are We Educating Managers or Creating Tool-Dependent Robots?

This essay examines strategies for thoughtfully integrating generative AI (Gen-AI) into management curricula to enhance student learning while mitigating risks like overreliance. We make the case that outright resistance is counterproductive; instead, management educators should embrace Gen-AI’s potential to create more engaging, experiential learning aligned with andragogical principles. We provide a conceptual framework mapping nine Gen-AI objectives to the principles of andragogy. A semester-long course example illustrates this framework in action through AI activities fostering autonomy, competence, and real-world application. Student surveys revealed overwhelmingly positive perceptions of Gen-AI integration and improved exam scores. However, dependence risks remain. The essay discusses strategies to enhance critical thinking, personal growth, and academic integrity. Overall, we propose that prudent Gen-AI adoption can enrich management education, but long-term vigilance regarding overreliance is vital.

Exploring How Administrators Applied Andragogical Principles to Help Erring Teachers in Selected Secondary Schools in Lusaka District

The study sought to explore how school administrators applied andragogic principles to help erring teachers in selected public secondary schools in Lusaka District. The sample size was 30. The study was guided by Knowles ’s Theory of andragogy which holds the view that adults are self-directed and motivated hence expected to take full responsibility for decisions. A case study research design was employed. A case study enabled the researcher to gather in depth and detailed information about the subject which were a group of administrators on how they applied andragogical principles such as motivation, role of experience, self-directedness, need to know, readiness to learn and orientation to learning to help erring teachers in public secondary schools. As a result of using a case study, the qualitative approach was used. The qualitative case study afforded the researcher an opportunity to explore and describe the phenomenon in context using data obtained. The interview guide was used to collect data. Thematic analysis was used to analyze data. The study established that administrators demonstrated and appreciated that andragogical principles which included the role of motivation, experience, self-directedness, readiness to learning, orientation to learning and the need to know were inevitable in the learning and working of adults and helping erring teacher in secondary schools. However, administrators had inadequate knowledge on andragogical principles. Administrators agreed that they applied andragogical principles in their leadership practices in part. It was discovered that motivation and experience were applied regularly, self- directedness was applied to a certain extent in their leadership practices. The others like readiness to learn, orientation to learning and need to know were rarely applied or not applied at all due to inadequate knowledge on the principles by administrators. The study also revealed that Andragogical principles were necessary in leadership practices as they promoted high productivity and facilitated the creation of good working environments in secondary schools thereby helping erring teachers. Based on the constructivism view point, it was recommended that Universities and Colleges of Education should integrate andragogical principles in teacher training programmes with the help of the department of Continuing Education and Lifelong Learning (CELL) at the University of Zambia. Additionally, Administrators should be transformational in their leadership practices to help erring teachers in secondary schools through the application of andragogical principles which include the role of motivation, the role of experience, self-directedness, readiness to learning, orientation to learning and the need to know. Andragogical principles resonate well transformational leadership in that both concepts help in building trust between leaders and followers.

Methodology of Preparing Future Specialists for Professional Activity Based on the Principles of Andragogy: An Example of Technical Professional Colleges Pupils

This article describes the methodology for preparing students of professional education in the technical direction for professional activities based on the principles of andragogy. The article provides an analysis of acmeology and akmeological approaches in pedagogical, psychological and philosophical terms. The model of preparation of future specialists for professional activities, as well as models of the innovative-acmeological environment of professional training are presented. In the akmeological assessment of professional activity of students of professional education, the SWOT analysis method was used, and a mathematical-statistical analysis was presented. Digressing from the problem, which is considered in this research, and its solution within acmeological approach, the aim of the study is to find its origins and determination of its role in the development of professional competence of future specialists during their studies in higher education institutions. Synthesizing knowledge of many sciences and applying main elements of modern approaches, the notion of “acmeological culture” presents more specific interpretation of the development of professionalism and professional competence. The purpose of the article is to develop the methodology of professional development of future specialists based on androgogical principles. As a task, to create the “Individual professional development program” module for the professional education curriculum and the implementation of innovative educational technologies in its teaching.

Application of Andragogy in Community Empowerment to Fulfill the Educational Needs of Children with Disabilities Through a Field School Approach

The use of field schools is considered the best approach to accelerate the empowerment stages as well as the process of understanding knowledge and acquiring skills through joint activities in the community directly. This research aims to obtain information about the principles of andragogy in empowering the community to meet the educational needs of Children with Special Needs through the Field School Approach. This research is descriptive research with a qualitative approach. Data collection in this research was carried out through observation, interviews and documentation techniques. Data analysis techniques in this research include data reduction, data presentation and drawing conclusions. Triangulation is used to explain the validity of data by using source triangulation and technical triangulation. The results of this research obtained data that the principles of andragogy applied to Field School activities can create community empowerment. Key words : andragogy, community empowerment, ABK education, field schools

Girl-Child School Dropout in Uganda: The Adult Education Model as a Solution

Despite global efforts to achieve universal education and eliminate gender disparity, Uganda has struggled to meet these targets. The nation has witnessed a significant increase in school dropouts, especially among girls, with alarming statistics revealing that over a million learners dropped out before completing primary education in 2022. High costs of education, cultural norms, and gendered expectations are among the primary reasons for this trend. The repercussions of dropping out are particularly severe for girls, leading to a myriad of societal challenges. This paper introduces the Adult Education Model, based on the principles of andragogy, as a potential solution to address the girl-child school dropout crisis in Uganda. The model emphasizes self-direction, real-world problem-solving, and the utilization of past experiences, making it particularly suited for mature learners. Implementing this model through pilot programs, with the collaboration of community leaders, NGOs, and governmental bodies, can offer a tailored educational approach for these girls. By adopting this model, Uganda can provide an inclusive, adaptable, and empathetic educational environment, ensuring a brighter future for every girl.

Community Empowerment Through the Catfish Cultivation Program at The Office of The Lubuk Sikaping District, Pasaman District

The problem of this study is the high motivation of the trainee in following a training activity of catfish farming in the District Office Nanggalo Padang. The purpose of this study is to provide an overview of gestures sources, provide a snapshot view of contact sources and give gamabaran dress informant. This type of research is descriptive quantitative research. The population in this study were all trainees catfish totaling 30 people, and samples were taken as much as 65% of 20 people, with sampling techniques stratified random sampling. The data collection technique used was a questionnaire, while the means of collecting data using questionnaires. Data were analyzed using a percentage formula. The results showed that: (1) the application of the principles of andragogy in speaker performance on aspects of body movement is very good; (2) the application of the principles of andragogy in speaker performance on aspects of eye contact is very good; (3) the application of the principles of andragogy in performance speakers on catfish farming training program on the aspects of hand gestures is very good.

Andragogical determinants of officer-leader�s professionalization in lifelong learning

Relevance. The development of cooperation between NATO (North Atlantic Treaty Organization) nations and their strategic partners, planned transition to the NATO standards of armed forces training require the priority of continuous professional development, and military leadership. It is no coincidence that the strategic goals of the Ukrainian defence reform include defence forces professionalization, armed forces manning with professionally trained, high moral standards of service members who are capable to solve comprehensive military professional tasks and lead military units in a changeable environment. The latter capability justifies the actuality of this topic to make military pedagogical theory more profound and renewal of academic practice of military specialists training considering modern realities and prospects of armed forces development.Purpose. The article is devoted to professionalization of experienced officer and characterization of military leader training.Methodology. The study employs a mixed-method approach, utilizing both theoretical analyses (review of literature and synthesis of concepts) and empirical methods (questionnaires and expert evaluations). This methodology provides a comprehensive view of the adult learning processes applicable to military leadership training.Results. Findings indicate that adult learning principles, particularly andragogy, significantly impact the professional development of officers. The research identifies key psychological and pedagogical conditions that foster effective military leadership, including the need for a supportive educational environment and the alignment of training methods with adult learning characteristics.Conclusions. The study concludes that integrating andragogy into military training programs significantly enhances the professionalization of officer-leaders. It advocates for educational strategies that are responsive to the adult learners' needs, emphasizing flexibility, self-directed learning, and practical application. Future research should further explore andragogical principles specific to military contexts to refine these training processes.

Applying andragogy for integrating a MOOC into a formal online learning experience in computer engineering

In this paper, we present the results of a research experience of implementing andragogy in a learning environment designed to better meet the needs of adult learners studying part-time at a distance university. The learning environment was composed of a learning experience on a formal distance university online course that has been enriched with a non-formal component based on students' participation in a Massive Online Open Course (MOOC) related to the same topic. The non-formal experience was designed to consolidate the learning of specific content that involved difficult concepts and foster collaborative skills. The university online course is in the field of computer science and human-computer interaction. The instructional design, including the course assignments, has been guided by Knowles’ principles of andragogy. Results from the data analysis of five years of academic results and student satisfaction has helped to understand the learning experience from including a MOOC in adult distance formal learning.