How to guide diverse groups in adult education

In adult education, student groups are highly diverse, and students have varying needs and pathways for progressing with the changes in their career or in their own life. This requires the teacher to possess certain skills, but the student’s contribution also significantly influences the positive outcome of the guidance process. In this article, we explore insights about guidance by focusing on the student’s approach to guidance and how teachers can encourage student responsibility. We reflect on the results of a needs analysis carried out in the Game of Change project.

These insights of successful guidance are based on a survey and interviews conducted at Haaga-Helia in spring 2024. The survey (N=30) and the interviews (N=5) were carried out with teachers in the master’s degree program and teacher education program.

Personalised guidance

The responses revealed that successful guidance should be personalised and individual and the guidance process interactive, allowing students to receive as much time as they need. Teachers also feel positive about employing AI to help personalising the guidance processes for each student. 

Most of the respondents are prepared to encounter diversity in groups and in counselling cases, and they describe their students to be heterogeneous and different in many ways. The respondents mentioned many competences and working methods that support them in guiding the students successfully: presence, personalisation, dialogue, and their own advanced professional skills acquired through experience.

Based on the responses, the teachers can be divided into those who make use of their own toolbox and methods, and those who rely more on discussion and reflective thinking to support their guidance. Some mentioned applying theoretical orientations such as solution-focused methods or creative methods in their guidance. Ultimately, the teachers’ experience and self-confidence also have an impact on the success of guidance.

Supporting the students’ self-direction, efficacy, and functional capacity were described as common objectives for the guiding process. Effective planning and a well-structured design of the curriculum were stated to facilitate student success, accommodating learners from diverse starting points. This corresponds well to meeting two of the basic psychological needs, autonomy and competence, described in the self-determination theory (Deci & Ryan 2012).

The student’s relationship with guidance

A prerequisite for successful guidance seems to be the student’s own commitment, finding individual goals and taking ownership of the process. The student’s contribution impacts the success and concrete outcomes of the process.

Students become more self-directed when the teacher adopts the role of a supportive guide, empowering each student to use personal strengths and resources. A long-term goal would be for the teacher to become redundant as the student grows internally. When asked about the future vision of successful guidance, the teachers emphasize respectful, dialogic relationships between teachers and students. Teachers would also prefer to facilitate learning and change, while students take responsibility for their progress.  

The U-theory emphasizes utilising deep sensing, so called presencing, when guiding holistic change and transformation. When engaging actively in the process of change, adult learners might sense a potential or emerging knowledge that is not yet fully formed but is somehow present within their current experience, if given enough attention. This type of ‘self-transcending knowing’ allows learners to recognize possibilities beyond their current understanding, drawing from both their individual perspective and from the collective view. (Scharmer & Pomeroy 2024.) By committing to a process of change, the adult learner not only develops new skills and insights but also connects with a deeper sense of purpose. This, in turn, helps learners see their role and contribution from a wider societal or organizational perspective, which may open up meaningful new options and new learning.

Empowering students to become self-sufficient learners

Guiding diverse groups in adult education benefits from an approach that balances personalized guidance with fostering student self-direction. Teachers play a crucial role in creating an interactive and supportive environment, utilizing both concrete tools and reflective methods to address the varied needs of their students. By encouraging students to take ownership of their learning journey, educators can enhance the effectiveness of the guidance process.

Ultimately, the goal is to empower students to become self-sufficient learners, capable of navigating their personal and professional growth with confidence and purpose. This holistic approach not only meets the individual needs of students but also aligns with broader educational goals, fostering a more inclusive and dynamic learning environment.

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