Abstract:

Lifelong learning is an imperative of our time, a necessary prerequisite for effective activity in all spheres of social and personal existence and an opportunity to achieve full potential in life. The reality is that a modern adult has to continuously adapt to new conditions, improve qualifications, increase competence and acquire new or additional skills. Adults return to education to gain knowledge and skill for lifelong endeavours, and academic institutions should satisfy their needs and create an educational environment effective for an ongoing learning process.

The article investigates characteristics of adult learners and andragogy-based principles of teaching adults. It focuses on how foreign language teachers in additional higher education are challenged to meet the demands of adult students, how they provide them with engaging language practice and vital skills and how they support their further professional development. Those teaching adults need to consider that an adult is characterized by a certain degree of physiological, psychological and social maturity, independence and inner freedom for responsible self-motivated and self-directed behaviour. Thus, the educational environment for adult learners must accommodate students’ responsibility, motivation, experiences and interests and bring them to the heart of the learning process. On the other hand, negative learning experiences, slow adaptation, lack of self-confidence and lack of free time affect the learning process, so teachers have to help adult learners deal with stress, doubt and gaps in learning and understanding.

Keywords:

Adult learners, lifelong learning, andragogy, additional education, educational environment, foreign language teaching.