Современные вызовы и возможности для обучения взрослых в высшей школе: сравнение педагогического и андрагогического подходов

   Введение. Проблематика противостояния андрагогики, предполагающей самостоятельность обучающегося, и педагогики, ориентированной на преподавателя, обсуждается в научной литературе на протяжении десятилетий. Несмотря на высокий интерес к этой проблеме, отмечается недостаток синтетических исследований, позволяющих сравнить данные подходы к обучению взрослых, особенно в контексте современных вызовов в образовании.

   Цель. Проведение критического анализа андрагогического и педагогического подходов к обучению взрослых на основе обзора мирового опыта их применения, а также выявление решений, позволяющих преодолеть их ограничения с учетом современных вызовов.

   Теоретической обоснование. Определены преимущества и ограничения андрагогического и педагогического подходов к обучению взрослых, а также выявлены модели и решения, основанные на их интеграции. Подчеркивается перспективность интегрированного обучения, позволяющего студентам принимать ответственность за процесс обучения и достигать положительных результатов на основе применения различных методов синхронного и асинхронного обучения, таких как перевернутый класс, групповые обсуждения и проектно-ориентированное обучение.

   Обсуждение и заключение. В ряде исследований обсуждается потенциальная эффективность моделей обучения, основанных на интеграции андрагогического и педагогического подходов. Поскольку педагогика недооценивает опыт взрослых студентов и не учитывает их потребности в достаточной мере, в то время как андрагогика отличается чрезмерной индивидуализацией и концентрацией на когнитивных аспектах обучения, потребность в разработке моделей смешанного обучения возрастает. Однако на данный момент данная проблематика недостаточно изучена и требует проведения эмпирических исследований влияния применения моделей, построенных на выбранных принципах педагогики и андрагогики, на мотивацию студентов и эффективность их обучения.

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