Uncovering pedagogical beliefs in adult education and training: a q-methodology study of educators’ priorities and practices

Abstract This study examines the pedagogical beliefs and priorities of adult educators in Singapore’s adult education and training sector, where national skills policies, competency-based training frameworks, and employer-facing programmes have shaped expectations of quality, relevance, and accountability. Although adult educators play a central role in supporting workforce transformation and lifelong learning, less is known about the beliefs that inform how they interpret their pedagogical role and respond to learners’ needs. Using Q methodology, this paper uncovers pedagogical beliefs among adult educators and provides empirically grounded descriptions of the priorities that shape their orientations to teaching and learning. The analysis identifies three distinct educator profiles: structured dialogic facilitators, sense-making facilitators, and authentic learning advocates. Across these profiles, the study also finds areas of consensus, particularly around learner responsiveness and scepticism toward externally imposed, compliance-oriented improvement mechanisms. The findings contribute to understanding how adult educators in Singapore negotiate policy expectations, professional judgement, and learner-centred commitments within a rapidly changing skills ecosystem.