ANDRAGOGICAL AND INSTITUTIONAL CHALLENGES FACED BY ADULT EDUCATORS: THE CASE OF NORTH MACEDONIA

Abstract

This research explores the challenges faced by teaching and training staff in adult education, focusing on andragogical and institutional difficulties encountered when working with adult learners in the Republic of North Macedonia. Grounded in the theoretical principles of andragogy and lifelong learning, the study examines how educators’ prior experiences and engagement in professional development programs influence the quality and effectiveness of adult education practice. The research employs a descriptive and comparative quantitative design, using a Likert-type survey to capture teachers’ perceptions of challenges related to learner motivation, learner diversity, time constraints, and institutional support.
The findings reveal that the most prominent challenges are andragogical and motivational rather than disciplinary in nature. Teachers report that adult learners’ varied experiences, learning styles, and external commitments require flexible and adaptive approaches—needs not always supported by existing institutional conditions or resources. Although issues of discipline or behavior are rare, respondents emphasize the need for more time, materials, and training in andragogical methods to effectively meet adult learners’ needs. Overall, the quality of adult education appears to depend on the dynamic interaction between institutional frameworks, the characteristics of adult learners, and teachers’ professional growth as central agents of lifelong learning. Recommendations include strengthening professional development systems, aligning policies with practice, and investing in institutional resources—steps that underscore the need for systemic improvements to empower adult educators in creating relevant, engaging, and flexible learning environments for adult learners.