Andragogues’ Readiness to Design the Educational Process in the System of Non-formal Adult Education in Ukraine as a Resource for Sustainable Development

Abstract

This article presents the results of an action-research-oriented study on andragogues’ readiness to design the educational process in non-formal adult education in Ukraine in the context of reorienting education towards sustainability. This orientation is reflected in the active involvement of the researchers – as members of the Ukrainian Adult Education Association and practitioners in the field of adult education – in the professional community under study, as well as in the practice-oriented focus of the findings aimed at supporting the further development of andragogical expertise. The study is based on a questionnaire survey of 35 members of the Ukrainian Adult Education Association. The findings reveal both sustainable and unsustainable aspects of educational design practice, particularly regarding content selection, learning formats, assessment approaches, and partnership with adult learners. More than half of the respondents report a need to deepen their competencies in educational design. Communication, empathy, and creativity emerge as personally meaningful qualities influencing educational quality and sustainability-oriented practice. The article highlights institutional and personal conditions shaping educational design and argues for systematic professional development and cross-sectoral cooperation. The results contribute to a more holistic understanding of andragogues’ professional readiness and support the development of Education for Sustainable Development in contexts of social transformation.