Keyword: «adult education»

The article examines the reasons that motivate people to pursue education in adulthood and the factors influencing the choice of a particular online learning format. It discusses modern concepts and approaches in domestic andragogy, the characteristics of adult learners, and current trends in online adult education. The article also analyzes the reasons for the low activity of the adult population in using internet technologies for educational purposes.

The relevance of the issue presented in this article is determined by the need to ensure continuing professional development of teachers in today's dynamic environment, including that through building a horizontal career based on the development of new competences. The aim of the article is to identify and characterize the key didactic aspects of educational activities carried out by institutions of continuing professional pedagogical education (approaches to content selection for curricula, optimal forms and teaching methods) aimed at developing teachers’ expert competences. The results presented in the article are based on monitoring the level of participation of teaching staff in the Tyumen Region in various types of expert activities, as well as on an analysis of scientific literature and the practical experience of continuing professional education institutions. The study substantiates the conclusion that special training for participation in pedagogical expertise is necessary and should be implemented through professional development programs followed by systematic professional support. The article analyzes scholarly approaches to defining the core concepts of expertise, pedagogical expertise, horizontal career development, and didactic aspects of adult learning. The specific features of different types of expertise and the set of competences required for their effective implementation are described. The research demonstrates the importance of using educational methods, techniques, and training formats that primarily contribute to the development of communicative and reflective competences, as well as to the application of systemic activity-based and personalized approaches in organizing educational work. An individual educational trajectory that integrates expert activities contributes to the expansion of professional communication through expert communities and the exchange of best practices, which ultimately ensures the quality of professional performance. The materials presented in the article may be used in the system of continuing professional education and in teacher training universities for designing educational programs, program modules, and practical training sessions, since students are also involved in expert activities as members of juries for competitions, Olympiads, and examinations, which requires specific knowledge and skills.

The article is devoted to the issue of lifelong learning as one of the system-forming factors of the educational system – both at the level of an individual country and within the global educational community. Lifelong learning is a domain that constitutes a significant part of the educational system and, at the same time, has its own regulatory mechanisms and features specific to adult education. As a fundamental principle of modern educational policy, lifelong learning has undergone considerable transformations under the influence of globalisation processes, scientific and technological progress, and evolving socioeconomic realities. Today, continuous education is recognised as one of the most important components of every individual’s education – a necessity driven by globalisation and modern technologies. On the other hand, lifelong learning is a dynamic and evolving field which potential has a decisive impact on achieving the goals of sustainable development in education in the 21st century. The relevance of research in the field of lifelong learning in Asian countries stems from the fact that, as a significant cluster of the global economy, the region is actively exploring the potential, mechanisms, and prospects for developing educational models in the area of lifelong learning. The authors’ aim in this study is to analyse the accumulated experience in lifelong learning in China and several countries of the Asian region, to identify the key characteristics, driving forces, achievements, and challenges inherent to this model, to assess its advantages and disadvantages as well as to examine its impact on professional development and adaptation to the rapidly changing conditions of the global labour market. Using combined methods of analysis and comparison, as well as the relational method of paired cooccurrence of keywords, the authors examine the work of internationally oriented organisations (ASEM and PASCAL), which foundational documents have served as de facto regulators in the field of lifelong learning in several countries in Asia and Europe. Based on an analysis of intergovernmental, national, and regional policies in this area, the authors present their conclusions on the current state of lifelong learning in the region. The article also identifies the dominant aspects in the development of lifelong learning in China as well as in several other countries in the region. The authors analyse the particularly interesting phenomenon of “learning cities” from the perspective of adult learning methodologies. The unique characteristics of the region – including the use of cultural heritage to foster national identity and develop a harmonious personality, rooted in the collectivist philosophy of the countries involved – make this research valuable in terms of its theoretical significance and the prospects for practical application.