ADULT EDUCATION PROGRAM DESIGNERS: ROLES, QUALIFICATIONS, AND TRAINING

Authors

  • Piera Leftheriotou Academic Tutor, Master’s Program “Adult Education”, Hellenic Open University (HOU), Greece
  • Korres Maria Pavlis Professor, Department of Early Childhood Education, Faculty of Education, Aristotle University of Thessaloniki (AUTH), Greece & Module Coordinator & Academic Tutor, Master’s Program “Adult Education”, Hellenic Open University, Greece

DOI:

https://doi.org/10.46827/ejes.v12i12.6335

Keywords:

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

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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Author Biographies

  • Piera Leftheriotou, Academic Tutor, Master’s Program “Adult Education”, Hellenic Open University (HOU), Greece

    Piera Leftheriotou obtained bachelor’s degrees in French Literature and in Early Childhood Education in Athens. In 2005, she completed a master’s degree, and in 2014, she earned a PhD from the Hellenic Open University. Her doctoral dissertation was entitled “Planning Adult Education Programs in Greece: The Case of the General Secretariat for Lifelong Learning”. Since 1984, she has been working in the field of Adult Education at the Greek Ministry of Education. She is a member of the scientific staff of the Hellenic Open University (HOU), serving as an Academic Tutor in the Master’s programs “Adult Education” and “Education Sciences.”She has published articles and book chapters on adult education and e-learning. Her research interests mainly focus on adult education and on the training of educators in both face-to-face and online learning environments.

  • Korres Maria Pavlis, Professor, Department of Early Childhood Education, Faculty of Education, Aristotle University of Thessaloniki (AUTH), Greece & Module Coordinator & Academic Tutor, Master’s Program “Adult Education”, Hellenic Open University, Greece

    Maria Pavlis-Korres obtained a university degree in Political Science in Athens and a PhD with honors from the University of Alcalá in Spain. From 1983 to 2018, she worked in the field of Adult Education at the Greek Ministry of Education, where she was involved in the design, development, monitoring, supervision, implementation, and evaluation of Adult General Education programs at the national level. She has been a member of the scientific staff of the Hellenic Open University (HOU) since 2012, serving as an Academic Tutor in the Master’s programs “Adult Education” and “Education Sciences.” In 2020, she was appointed coordinator of the Thematic Unit EKE51, “Design, Management and Evaluation of Adult Education Programs,” at HOU. In 2017, she began teaching in postgraduate programs at the Aristotle University of Thessaloniki (AUTH), where she was elected Associate Professor in the Faculty of Education to teach “Lifelong Learning and Non-Formal Education.” She was elected Professor in 2022. She serves as a reviewer and a member of the editorial boards of international scientific journals. She has published numerous articles, book chapters, and books on Roma issues, adult education, and e-learning. Her current research interests focus on the design, development, and evaluation of adult education projects—both face-to-face and online—as well as on group dynamics and the effective use of communication tools to promote interaction in online learning environments.

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Published

2025-10-21

Issue

Vol. 12 No. 12 (2025)

Section

Articles

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