TYPOLOGY OF DIDACTIC APPROACHES USED IN DIFFERENT AREAS OF ELDERLY EDUCATION: ANALYSIS OF INSTRUCTORS' NARRATIVES
TYPOLOGY OF DIDACTIC APPROACHES USED IN DIFFERENT AREAS OF ELDERLY EDUCATION: ANALYSIS OF INSTRUCTORS' NARRATIVES

Summary/Abstract: Non-formal education of older adults in Poland is characterized by a high diversity of programs, institutions, methods, and forms of instruction. Absence of coherent standards and a unified vision means that the didactic approaches in this field require in-depth analysis and systematization. The study aimed to identify dominant concepts and didactic models employed by educators working with older adults and to determine which approaches guide their decisions when designing and delivering classes. The grounded theory methodology was applied. A total of 17 interviews were conducted with instructors representing cultural and social institutions engaged in supporting and activating older adults. The analysis revealed heterogeneity in didactic practices. Two dominant orientations were identified: modernist approaches, focused on adaptation and development of practical skills, and humanistic approaches, supporting social integration, personal development, and self-actualization. Elements of recreational and culture-forming activities were also observed. Two distinct teaching styles emerged: a structural style, based on instruction, and a more flexible style, encouraging active participation. In practice, educators combined both, creating hybrid configurations. Instructors positioned themselves along a continuum between expert and facilitator roles, negotiating their position vis-à-vis the group. The developed typology organizes the ways in which senior education is conceptualized and points to directions for further research on optimizing non-formal education and developing consistent guidelines for educational practice.

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