Modernisation of the methodological framework of andragogy within the context of continuing professional education

Introduction. The growing demand for advanced and vocational training for adults, from both employers and employees, necessitates a scientific understanding of contemporary adult education technologies. This includes the study of theoretical foundations and modern approaches to andragogy, as well as empirical research into the educational needs of learners and training providers (organisers). Aim. The present research aims to investigate the methods and technologies used for training adults in additional vocational education programmes, based on an analysis of the results of a survey of students and providers of continuing professional education (CPE) programmes. Methodology and research methods. Methodological approaches based on adult learning theory were employed (A. V. Darinsky, S. I. Zmeev, M. S. Knowles), alongside concepts of professional and personal self-determination and development under conditions of uncertainty (A. G. Asmolov, R. M. Ryan). The study utilised a cross-comparison method to analyse survey results from two independent respondent samples: students enrolled in CPE programmes (2,650 respondents from 25 constituent entities of the Russian Federation) and providers of additional professional programmes from 18 constituent entities of the Russian Federation. The results of each category’s survey were also analysed separately. Results. It has been established that both Russian and international adult education are evolving within a shared field of challenges. The key issues include the need to develop and implement mechanisms to promote educational autonomy and student motivation, as well as to provide organisational, scientific, and methodological support for the educational process. This support encompasses the use of generative artificial intelligence, augmented and virtual reality, microlearning, and contemporary tools for assessing student achievement. Scientific novelty. The scientific novelty of this study lies in the use of a comparative method to analyse the opinions of students and providers of educational programmes. This approach enabled the identification of shared perspectives between the two groups of respondents regarding the selection of teaching methods and technologies, which are focused on mass education rather than the personalisation of adult learning. Practical significance. The research findings can be utilised to inform management decisions regarding the development of the Russian CPE system at all levels, to enhance the methodological support for the design and implementation of CPE programmes, and to facilitate further applied scientific research in the field of andragogy.

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