Keyword: «adult learning»

The article gives the analysis of the European Union educational policy as a whole and that of separate countries. The problem of adult teaching in higher stage of education has become the priority in Europe. The author considers the reforms under the Bologna agreements, which are intended to ensure the possibility for everyone to return to one or the other form or level of education after several years of professional activity and to remove all obstacles from getting of any required educational services.

The article addresses a methodological problem related to the use of generative artificial intelligence (GAI) in the system of continuing professional education (CPE), which has become particularly acute under conditions of hybrid learning and in the context of foreign language teaching. The expansion of GAI-based practices in education is accompanied by growing methodological fragmentation, when digital tools are applied without reliance on a coherent logic of pedagogical design. As a result, GAI is used primarily as a means of generating instructional content, leading to the substitution of pedagogical thinking with technical operations and to a loss of coherence in learning activities. The aim of the study is to develop and empirically validate a model of pedagogical task design involving GAI that ensures alignment between educational goals, learning actions, and learning outcomes within CPE. The methodological framework of the study is based on systemic and activity-based approaches, principles of andragogy, and UNESCO framework documents on AI competences for teachers and learners. The empirical basis includes data from pre- and post-course surveys of foreign language teachers, as well as a content analysis of instructional tasks developed by participants during an author-designed professional development program implemented in a hybrid format. The analysis revealed persistent methodological contradictions in the integration of GAI and substantiated the need for a structural model of pedagogical design. As a result, the CROPS model (Concept of the goal, Resource, Operation, Proof, Scenario) is proposed as a reproducible structure for designing learning tasks with the involvement of generative AI. The findings demonstrate that the application of the model reduces methodological fragmentation, restores the pedagogical logic of learning activities, and preserves the teacher’s subject role in an AI-enriched educational environment. The theoretical significance of the study lies in clarifying the role of structural pedagogical design models under conditions of digital transformation in CPE. The practical significance is determined by the applicability of the CROPS model in professional development and professionally oriented training programs, including hybrid and online formats.