<abstract xmlns="http://www.w3.org/1999/xhtml">

<p>The methodology of adult learning has changed significantly. Today, it is no longer possible to consider it a homogeneous group of trainees with a significant age difference. Different methods and tools are available to acquire knowledge. Digital technology, changes in time management, and changes in the way information is processed require new methods in adult learning. The acquisition of knowledge is necessary to enable workers to contribute to the digitization of the operating characteristics of production equipment and machinery in the context of Industry 4.0 and, on the other hand, to enable the combination of robotic and human skills to be launched in the 21<sup>st</sup> century through Industry 5.0. In our research, we examine the perspectives of adult education institutions, adult education professionals, and the people involved in adult education to ameliorate the use of digital technology in adult education as effectively as possible. We looked at the readiness and openness of institutions and trainers and the digital competencies and expectations of adult learning users of different generations. With our research, we got to know the situation of adult education enterprises operating in Hungary, in the Békés County, the needs and learning habits of different generations, and determined the directions of digital competence development in adult education.</p>
</abstract>

The methodology of adult learning has changed significantly. Today, it is no longer possible to consider it a homogeneous group of trainees with a significant age difference. Different methods and tools are available to acquire knowledge. Digital technology, changes in time management, and changes in the way information is processed require new methods in adult learning. The acquisition of knowledge is necessary to enable workers to contribute to the digitization of the operating characteristics of production equipment and machinery in the context of Industry 4.0 and, on the other hand, to enable the combination of robotic and human skills to be launched in the 21st century through Industry 5.0. In our research, we examine the perspectives of adult education institutions, adult education professionals, and the people involved in adult education to ameliorate the use of digital technology in adult education as effectively as possible. We looked at the readiness and openness of institutions and trainers and the digital competencies and expectations of adult learning users of different generations. With our research, we got to know the situation of adult education enterprises operating in Hungary, in the Békés County, the needs and learning habits of different generations, and determined the directions of digital competence development in adult education.

Generational Differences in Adult Education Methodology – The Point of View of the Instructors

Visegrad Journal on Bioeconomy and Sustainable Development

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

The methodology of adult learning has changed significantly. Today, it is no longer possible to consider it a homogeneous group of trainees with a significant...

Generational Differences in Adult Education Methodology – The Point of View of the Instructors

Publicado en línea: 27 dic 2021

Páginas: 51 - 55

DOI: https://doi.org/10.2478/vjbsd-2021-0009

Palabras clave
adult education, digital technology, digital competence, digitalization, education methodology

© 2021 Szilárd Malatyinszki, published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Generational Differences in Adult Education Methodology – The Point of View of the Instructors

Publicado en línea: 27 dic 2021

Páginas: 51 - 55

DOI: https://doi.org/10.2478/vjbsd-2021-0009

Palabras claveadult education, digital technology, digital competence, digitalization, education methodology

© 2021 Szilárd Malatyinszki, published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Palabras clave
adult education, digital technology, digital competence, digitalization, education methodology