Learning objectives
1. Knowledge and Understanding: Acquire an in-depth understanding of the adult education process (life-long, wide, and deep education). Understand the main theoretical, epistemological, and methodological references in adult education, recognizing their evolution over time and international trends. Be able to identify the major current epistemological currents and analyze the most relevant research topics in the field.
2. Applying Knowledge and Understanding: Develop the ability to apply the principles of adult learning both in personal life experiences and in the professional context of education and social intervention.
3. Autonomy of Judgment: Develop the ability for critical analysis and independent reflection on issues related to adult education pathways. Be able to independently interpret learning theories and models, as well as design, manage, and evaluate training programs. Recognize the characteristics of contexts in which adult education takes place.
4. Communication Skills: Master the specific language of the discipline, enhancing the ability to express and communicate complex concepts clearly and effectively.
5. Learning Ability: Develop awareness of personal learning strategies and refine the ability to plan research or educational pathways, both individually and in groups. Be able to critically analyze and reflect on educational interventions and training pathways, with particular attention to pedagogical coordination and orientation activities in the university setting.
Prerequisites
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Course unit content
Course Content The course will explore adult education as a key element of perspectives and policies for managing
change and innovation, across all areas of individual and collective life. Particular attention will be given to conditions that promote the growth, change, and learning of adults.
The main topics covered in the course will include: • The construct of adult education, lifelong learning, and lifewide-long-deep education. • Theories and practices of adult learning, particularly focusing on educational groups and pedagogical coordination. • Images and representations of adulthood and their correlation with the design and implementation of educational, formative, and learning practices for adults. • Orientation and internships in the university context as tools for promoting self-direction.
Full programme
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Bibliography
• All course materials available on the online teaching portal Elly, in the section for the Adult Education course, academic year 2024/25. • Cornacchia, M., & Tramma, S. (Ed.) (2019). Vulnerability in Adulthood: A Pedagogical Perspective. Carocci Editore. • Marescotti, E. (2012). Adult Education: Identity and Challenges. Unicopli Editore. • Mortari, L. (2004). Learning from Experience: Reflective Thinking in Education. Carocci Editore.
Teaching methods
The course will include, in addition to traditional lectures, direct student involvement through case studies, small group work, plenary discussions, and the analysis of documentary materials related to the main course content. Whenever possible, experts from the world of educational and training services will be invited, as well as the professional experiences of the participants.
Through the study and experimentation of educational practices and active training methodologies, the course will focus on conditions that promote growth, change, and adult learning. The use of shared concept maps will also be proposed as tools for knowledge building and shared reflection.
Assessment methods and criteria
The final assessment of student learning will be conducted through an oral examination to evaluate the achievement of the course objectives. The evaluation will consist of questions assessing: a) The student's knowledge of the topics discussed. b) The student's ability for critical reflection on the proposed topics. c) The ability to analyze the topics in a transversal way across different contexts and in relation to various situations and perspectives.
Other information
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2030 agenda goals for sustainable development
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