A systematic review of research on educators’ professional development in adult education in Türkiye

In adult education, the professional competence of educators significantly affects the ability of adults to sustain learning. When the education provided is satisfying, it increases the impact and sustainability of the outcomes. The quality of preservice and in-service training for adult educators is considered a fundamental indicator of their professional competence and practical success. However, in Türkiye, the professional training and development processes for educators working in public education centers or other institutions providing adult education have not been sufficiently clarified. Recognizing the characteristics of adult learners, developing teaching strategies suitable for their needs, and diversifying teaching methods are among the most fundamental requirements of this field. The purpose of this study was to systematically review research focusing on the professional development of educators working in the field of adult education in Türkiye, thereby providing a holistic evaluation of the field. The research was designed as a systematic review and conducted using a dataset comprising 17 studies obtained from four different databases. During the review process, descriptive analysis of the bibliographic data and content analysis of the full texts were performed. The analysis results show that the most frequently used conceptual model in the reviewed studies is andragogy. The studies predominantly focus on describing the current situation and frequently emphasize the professional development needs of the field’s educators. In particular, the need for professional growth concentrated within the framework of adult teaching is prominent. The dimensions highlighted in research on the professional development of adult educators are holistically presented in this review and recommendations for practice and policy development are offered accordingly.