ADULT EDUCATION PROGRAM DESIGNERS: ROLES, QUALIFICATIONS, AND TRAINING

Piera Leftheriotou, Korres Maria Pavlis

Abstract


This paper examines the roles, qualifications, and training of adult education program designers, emphasizing the complexity and social nature of their responsibilities. While literature often portrays designers as neutral experts applying technical standards, real-world practice is influenced by organizational dynamics, resource limitations, and power relations. Effective designers must possess expertise in adult learning principles, program design methodology, group dynamics, communication, negotiation, and intercultural competence. Ethical awareness and critical reflection are central to their practice, as design decisions enable or constrain opportunities and reflect personal values. Systematic and ongoing education is necessary to prepare designers for these multifaceted challenges, including knowledge of program steps, organizational structures, and technology use in face-to-face and online settings. By cultivating reflective practice, cultural intelligence, and ethical vigilance, designers can improve decision-making and foster collaborative environments that enhance program quality. Implications for professional development and organizational practice are discussed.

 

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adult education, program design, designers’ training, designers’ role, designers’ competencies

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References


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DOI: http://dx.doi.org/10.46827/ejes.v12i12.6335

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