ADULT EDUCATION PROGRAM DESIGNERS’ PERSPECTIVES ON THEIR ROLE AND THE ETHICAL DILEMMAS THEY ENCOUNTER

Parthena Dimitriadou, Evangelia Krassadaki, Piera Leftheriotou, Maria Pavlis Korres

Abstract


The design of adult education programs is a complex and non-neutral process that incorporates technical, social, political, and ethical dimensions. Despite the central role of program designers, their professional identity and the ethical challenges they face remain insufficiently explored in the literature. This qualitative study examines how adult education program designers perceive their role and responsibilities, as well as the ethical dilemmas and challenges encountered in the design of face-to-face and distance education programs.  Data were collected through semi-structured interviews with five experienced program designers working in public and private lifelong learning organizations. The data were analyzed using thematic analysis. The findings indicate that designers perceive their role as multifaceted and difficult to encapsulate within a single professional title, most commonly identifying as scientific coordinators while acknowledging the limitations of this designation. Their responsibilities extend beyond program planning to include administrative, managerial, and instructional tasks. Regarding the ethical dimension of design, although participants recognize that program planning is not a neutral process, they struggle to articulate concrete ethical dilemmas. Ethical issues are often framed as practical or fractional challenges, particularly in distance education contexts. The study highlights the need for increased awareness, training, and critical reflection on the ethical dimension of adult education program planning.

 

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adult education, program design, program designers, ethics, distance education, qualitative research

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References


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DOI: http://dx.doi.org/10.46827/ejsss.v12i1.2115

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