Abstract:

The article provides a theoretical justification and systematization of criteria for differentiating adult learners as a methodological foundation for the pedagogical design of variable programs within the system of non-formal adult education (NFAE). It is proven that the significant heterogeneity of the modern student body renders unified, «linear» design models – oriented toward an «abstract learner» – ineffective, as they fail to account for the diversity of professional needs and life contexts. The author contends that methodologically sound differentiation is the cornerstone for transitioning toward subjective-contextual modeling of the educational process.

Within the framework of this research, key groups of differentiation criteria are identified and classified: socio-professional status and qualification levels; stages of life and career cycles (ranging from professional stabilization to retraining); previous educational experience (formal, non-formal, and informal education); and the nature of learning motivation (instrumental or personaldevelopmental).

Special focus is given to the social context of life under martial law, specifically the experience of military service and participation in combat operations. It is determined that for veterans, differentiation must consider the state of «forced» professional transformation and the presence of traumatic experiences. The necessity of adopting a trauma-informed approach when designing the educational environment is substantiated, which entails flexibility in pacing, safety in communication, and adaptability of assessment methods. The study concludes that the established system of criteria forms a multi-dimensional differentiation matrix. This matrix enables the andragogue-designer to create flexible and relevant educational products that meet the actual demands of the adult population and enhance the overall effectiveness of non-formal education. The research perspectives lie in developing a step-by-step algorithm for integrating these criteria into the technological cycle of program design based on «Backward Design» principles.

Keywords: non-formal adult education, pedagogical design, differentiation of learners, andragogical approach, socio-professional status.

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