LEARNING STYLES IN ADULT EDUCATION: THEORETICAL AND APPLIED ANALYSIS
Abstract
The research article presents a comprehensive theoretical and applied analysis of key methodological approaches to studying learning styles in adult education. It highlights the significance of learning styles as a set of stable cognitive, emotional, and behavioral characteristics that define an individual’s way of acquiring knowledge, emphasizing the need to consider these traits in response to the growing demand for continuous, adaptive, and personalized adult learning. The authors justify the relevance of this issue in terms of optimizing the educational process by taking into account life experience, professional motivation, and the autonomy of adult learners. The central focus is on David Kolb’s experiential learning model, which identifies four learning styles: accommodative, divergent, assimilative, and convergent. The article details the features of each style – from concrete experience and emotional immersion to logical analysis, experimentation, and systematization – and describes corresponding effective teaching methods, such as group work, analytical tasks, inductive reasoning, visualization, and project-based learning. It is noted that individual styles may evolve depending on the environment, teaching methods, and learner motivation. Therefore, a flexible, mixed pedagogical strategy is considered most effective. The article outlines promising research directions, including the integration of VR/AR technologies, intelligent tutoring systems, and inclusive multimedia strategies. Taking learning styles into account increases engagement, critical thinking, and learning outcomes, while also supporting the development of autonomy and reflective skills. The article holds practical value for educators, trainers, HR professionals, and adult education stakeholders aiming to enhance learning effectiveness through individualized approaches.
Key words: Learning styles; adult education; Kolb’s model; andragogy; individualized learning; cognitive characteristics.
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References
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References (translated and transliterated)
Derkach, T.M. (2015). Styli navchannya ta yikh vplyv na efektyvnistʹ osvitnʹoho protsesu [Learning styles and their impact on the effectiveness of the educational process]. Pedahohichni nauky: zb. nauk. prats, 127, 41–50. https://er.knutd.edu.ua/bitstream/123456789/6115/3/NPU_27_%282015%29.pdf [in Ukrainian].
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