ISSN 2415-3729 e-ISSN 2415-3737 UDC 37
Submit an article

Professional Education: Methodology, Theory and Technologies

Article

Methodological foundation of pedagogical design in non-formal adult education

Igor Radomski*

radomski@ukr.net

Retrieved from Vol. 12, No. 1, 2026 Pages 101–110
Received
22.10.2025
Revised
27.03.2026
Accepted
12.05.2026
Published
19.06.2026
Views
64

Abstract

The relevance of the study was driven by the need to rethink traditional approaches to organising adult learning in the context of globalisation, digitalisation, and the growing demand for adaptive educational systems. The purpose of the article was to systematise and integrate the methodological foundation of designing the educational process in non-formal adult education through a combination of systemic, andragogical, competency-based, and activity-contextual approaches. Research methods encompassed a theoretical analysis of scientific sources, a comparison of methodological frameworks, and the synthesis and modelling of the logic of an andragogue’s design activity. The article examined the theoretical substantiation of the methodological foundations of pedagogical design in non-formal adult education. The results obtained allowed for a clear differentiation of the objects and functions of general pedagogical methodology, the methodology of andragogy, and the methodology of pedagogical design. It was proven that the andragogical approach determines the subjective position of the adult learner, while the competency-based approach sets the logic for constructing the educational process according to the principle of “from expected results to content”. The role of activity-based and contextual approaches in creating a reflective educational environment based on the professional and life experience of the adult learner was substantiated. Systemic-integrative logic was identified as a leading strategy ensuring the integrity, flexibility, and dynamic stability of educational projects. It was established that pedagogical design marks a paradigmatic shift from learning management to the creation of a managed educational environment for adult self-directed learning. The practical value of the study lay in defining specific methodological guidelines for andragogues engaged in pedagogical design within non-formal adult education. The developed conceptual framework can be used to improve the professional training of andragogues, develop their design competence, and create innovative educational products adapted to the changing demands of society

Keywords

andragogue; andragogical approach; systemic-integrative logic; methodology of education; professional development

References

  1. Biggs, J., & Tang, C. (2011). Teaching for quality learning at university (4th ed.). The USA: Open University Press.
  2. Bond, M., Bedenlier, S., Marín, V.I., & Händel, M. (2021). Emergency remote teaching in higher education: Mapping the first global online semester. International Journal of Educational Technology in Higher Education, 18(50). doi: 10.1186/s41239-021-00282-x.
  3. Brookfield, S.D. (2011). Powerful techniques for teaching adults. The USA: Jossey-Bass.
  4. Brown, M., McCormack, C., Beirne, E., & Yanuar, D. (2020). The micro-credential landscape in Ireland and beyond: A state of the art report. Dublin: Dublin City University. doi: 10.5281/zenodo.4243141.
  5. Council Recommendation 2022/C 243/02 “On a European Approach to Micro-Credentials for Lifelong Learning and Employability”. (2022, June). Retrieved from https://eur-lex.europa.eu/legal-content/EN/ TXT/PDF/?uri=CELEX:32022H0627(02).
  6. Dernova, M.H. (2021). Andragogical model of professional training of specialists in higher education institutions of the European Union countries. (Doctoral dissertation, Ivan Ziaziun Institute of Pedagogical Education and Adult Education of the NAES of Ukraine, Kyiv, Ukraine).
  7. Dietrych, J., Kocanda, S., & Korewa, W. (1974). Designing and constructing. Warsaw: Scientific and Technical Publishers.
  8. Dubaseniuk, O.A. (2016). Scientific approaches to adult education. In O.A. Dubaseniuk (Ed.), Theory and practice of professional excellence in terms of lifelong learning (pp. 155-167). Zhytomyr: Ruta.
  9. Dubaseniuk, O.A., & Myronchuk, N.M. (2025). Methodology of pedagogical research and academic integrity in the field of education: Teaching manual (2nd ed.). Zhytomyr: Ivan Franko Zhytomyr State University.
  10. European skills agenda. (2023). Retrieved from https://op.europa.eu/en/publication-detail/-/publication/ c8f6bc95-1fbc-11ee-ab23-01aa75ed71a1/language-en.
  11. Grus, C.L., Lagbo, V., & Rozensky, R.H. (2025). Applying principles of adult learning and andragogy to the design of continuing education programs in psychology. Practice Innovations, 10(2), 108-119. doi: 10.1037/ pri0000268.
  12. Hirv-Biene, J., Tammets, K., Ley, T., & Wagner, M. (2025). Enhancing learning transfer from continuing education to the workplace through an actor-oriented approach: A design-based research study. International Journal of Training and Development, 29, 267-279. doi:10.1111/ijtd.12354.
  13. Honcharenko, S.U. (2010). Pedagogical research. Methodological advice for young scientists. Kyiv; Vinnytsia: Planer.
  14. Jarvis, P. (2004). Adult education and lifelong learning: Theory and practice (3rd ed.). London, UK: RoutledgeFalmer. doi:10.4324/9780203561560.
  15. Kicherova, M., Efimova, G., & Gertsen, S. (2022). Non-formal education as a resource of social inclusion: Intergenerational approach. Changing Societies & Personalities, 6(4), 823-840. doi: 10.15826/csp.2022.6.4.205. 
  16. Knowles, M.S. (1980). The modern practice of adult education: From pedagogy to andragogy (2nd ed.). Cambridge: Cambridge Adult Education Company.
  17. Kolb, D.A. (1984). Experiential learning: Experience as the source of learning and development. New Jersey: Prentice Hall.
  18. Kolomiiets, A.M., & Lazarenko, N.I. (2016). Modern methodological approaches to the organization of higher pedagogical education.Scientific Bulletin of South Ukrainian National Pedagogical University named after K.D. Ushynsky. Pedagogical Sciences, 3, 47-52.
  19. Kremen, V.H., & Kovbasiuk, Yu.V. (Eds.). (2014). Adult education: Encyclopedic dictionary. Kyiv: Osnova.
  20. Lavnikov, O.A., & Lesyk, A.S. (2020). Integrative approach in the system of higher education: Concept and features. Bulletin of Alfred Nobel University. Series: Pedagogy and Psychology, 1(19), 195-199. doi: 10.32342/2522-4115-2020-1-19-23.
  21. Lebedyk, L.V. (2018). Theoretical foundations of training higher education teachers for the design of didactic systems in master’s programs.(Doctoral dissertation, Poltava V. G. Korolenko National Pedagogical University, Poltava, Ukraine).
  22. Lebedyk, L.V. (2020). Training future higher school teachers for the design of didactic systems. Poltava: Poltava University of Economics and Trade. 
  23. Livingston, M., & Cummings-Clay, D. (2023). Advancing adult learning using andragogic instructional practices. International Journal of Multidisciplinary Perspectives in Higher Education, 8(1), 29-53. doi: 10.32674/jimphe.v8i1.3680.
  24. Lukianova, L.B. (2025). Adult education: modern strategies and practices in Ukraine and abroad (2nd ed.). Kyiv: Talkom.
  25. Lukianova, L. (2020). Features of motivational activity in adults, or why adults learn differently. Adult Education: Theory, Experience, Perspectives, 18(2), 9-22. doi: 10.35387/od.2(18).2020.9-22.
  26. Merriam, S.B., & Baumgartner, L.M. (2020). Learning in adulthood: A comprehensive guide (4th ed.). San Francisco, CA: Jossey-Bass.
  27. Merriam, S.B., & Caffarella, R.S. (1999). Learning in adulthood: A comprehensive guide (2nd ed.). Jossey-Bass.
  28. Nahorniak, S. (2023). Methodology of continuous education and its impact on the procedure of teachers’ advanced training. Scientific Notes of Vinnytsia State Pedagogical University named after Mykhailo Kotsiubynskyi. Series: Pedagogy and Psychology, 75, 63-69. doi:10.31652/2415-7872-2023-75-63-69.
  29. Ohiienko, O.I. (2015). Preparation of higher school teachers in master’s conditions: Andragogical approach. Pedagogical Sciences: Theory, History, Innovative Technologies, 6(50), 336-342.
  30. Oliver, B. (2019). Making micro-credentials work for learners, employers and post-secondary education institutions. Victoria, Australia: Deakin University. 
  31. Pierścieniak, K. (2024). Non-formal adult education: Blurred boundaries, elusive meanings. Andragogical Yearbook, 30, 199-228. doi:10.12775/RA.2023.012.
  32. Raven, J. (1984). Competence in modern society: Its identification, development and release. London: H. K. Lewis.
  33. Roessger, K.M., Roumell, E.A., & Weese, J. (2022). Rethinking andragogical assumptions in the era of globalization: How preferences for andragogical learning differ across people and cultures. Studies in Continuing Education, 44(1), 14-38. doi:10.1080/0158037X.2020.1732335.
  34. Rybalko, L.M. (2025). Methodology of educational paradigms in the context of development of professional education. In S.V. Hryshchenko, O.O. Lilik, I.V. Buzhyna, N.N. Zavydivska & O.I. Zavydivska (Eds.), Theory and methodology of vocational education: Collective monograph (pp. 220-244). Chernihiv: Desna Polihraf. doi: 10.69842/prof2025.3.10.
  35. Sas, N. (2013). Use of project organization of the educational process and management of activities of higher educational institutions. Sources of Pedagogical Mastery, 11, 300-305.
  36. Schön, D.A. (1983). The reflective practitioner: How professionals think in action. The USA: Basic Books.
  37. Seel, N.M., Lehmann, T., Blumschein, P., & Podolskiy, O.A. (2017). Instructional design for learning: Theoretical foundations. Rotterdam, Netherlands: SensePublishers. doi: 10.1007/978-94-6300-941-6.
  38. Siemens, G. (2005). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning, 2(1), 3-10.
  39. Skrypnyk, M.I. (2011). Praxeological approach to adult learning. Bulletin of the National Defense University of Ukraine, 1, 73-77. 
  40. Solarczyk-Szwec, H. (2024). On informal education in Polish andragogical discourse: A review of conceptualisations. Andragogical Yearbook, 31, 9-26. doi: 10.12775/RA.2024.001.
  41. Strelnikov, V.Yu. (2006). Design of a professionally oriented didactic system for training bachelors of economics. Poltava: Poltava University of Economics and Trade.
  42. Sysoieva, S.O., & Krystopchuk, T.Ye. (2013). Methodology of scientific and pedagogical research. Rivne: Volynski Oberehy.
  43. The definition and selection of key competencies (DeSeCo): Executive summary. (2005). Retrieved from https://www.deseco.ch/bfs/deseco/en/index/02.parsys.43469.downloadList.2296.DownloadFile. tmp/2005.dskcexecutivesummary.en.pdf.
  44. von Bertalanffy, L. (1968). General system theory: Foundations, development, applications. New York: George Braziller.
  45. Zhelanova, V.V. (2013). Contextual training of the future primary school teacher: Theory and technology. Luhansk: Luhansk Taras Shevchenko National University.
  46. Ziaziun, I.A. (2008). Philosophy of pedagogical action. Cherkasy: Bohdan Khmelnytsky National University of Cherkasy.
  47. Zull, J.E. (2002). The art of changing the brain: Enriching the practice of teaching by exploring the biology of learning. Sterling, VA: Stylus Publishing.

Suggested citation

Radomski, I. (2026). Methodological foundation of pedagogical design in non-formal adult education. Professional Education: Methodology, Theory and Technologies, 12(1), 101-110. https://doi.org/10.69587/pemtt/1.2026.101