Solient Features of Didactics of Adult Education – A Modern Approach in 2021
Dr. Maria Herzog
Friedrich-Schiller-Universität Jena Institut für Bildung und Kultur - Lehrstuhl Erwachsenbildung

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First of all the term adult education should be defined. According to the definition of the German Education Council (1970)1, adult education/continuing education today is understood to be the "continuation or resumption of organized learning after completion of a first phase of education of varying scope (ibid., p. 197)". Didactics does not only mean the selection of methods, but it also includes planning the respective content to be taught, defining and setting learning objectives, as well as the subsequent evaluation of the course unit (cf. Gundermann, 2019, p. 2). Didactics can be described as the competence to teach learners competently, comprehensively, and thoroughly: Didactic models can focus on content of instruction, models of teaching, and teaching staff (cf. Gundermann, 2019, p. 3). With regard to adult education, these models have been applied late compared to the other educational sectors because adult education is oriented less to state curricula but to the needs and lifeworld of its target groups.


Adult Education, Didactics, Pedagogy, Teaching Staff, Digitalization


1) German Institute for Adult Education - Leibniz Center for Lifelong Learning. (0.J.). About GRETA. URL: (as of 02/09/2021).

2) German Education Council - PH Ludwigsburg University of Education. About adult education. URL: https://www.phludwigsburg. de (as of 11/11/2020).

3) DIE Magazine (2017). In conversation with Christian Sellmann about the opportunities and limitations of online learning. "The good teacher is coming more to the fore again. "In: DIE Magazin III/2017. PDF document (as of 09.02.2021).

4) Gundermann, Angelika (2019). Didactics of adult education. The DIE knowledge module for practice. Online: www.diebonn. de/doks/2019-didaktik-01.pdf (Accessed 08.02.2021).

5) Kaiser, Ruth & Kaiser, Arnim (2015). Low-skilled - learning success, self-efficacy, recognition. The metacognitively informed learning in basic education mekoFUN project. DOI: 10.3278/EBZ1502W009

6) Koschorreck, Jan & Gundermann, Angelika (2020). The implications of digitization for teaching staff in adult and continuing education. A review of selected empirical findings and further theory-building literature. In: Wilmers, Annika; Anda, Carolin; Keller, Carolin & Rittberger, Marc (Eds.), Education in the digital transformation. Implications for educational personnel and for training and continuing education. Münster, New York: Waxmann, pp. 159-193.

7) Schrader, Josef (2018). Knowing, doing, understanding. What adult education teachers (can) use science for. Wbv Publication 2018, pp. 32-34. DOI: 10.3278/WBDIE1804W032.


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