Abstract:

The article provides a comprehensive theoretical substantiation of the andragogue’s subjectivity in the dynamic environment of non-formal adult education. Based on the analysis of international and domestic scholarly sources, the terminological variability of the concept «andragogue» is examined and the appropriateness of its use as the foundational categorical unit of the study is justified. It is clarified that the term «andragogue» most fully reflects the essence of the specialist as a strategic partner of the adult learner, an organiser of a supportive learning environment, and a facilitator accompanying the processes of self-education and professional development.

The specific features of the andragogue’s activity in the non-formal sector are identified, characterised by a high degree of flexibility, the absence of rigid regulation, and an orientation toward addressing the concrete life and professional needs of the individual. It is demonstrated that the andragogue operates in an intersectoral space, combining pedagogical functions with managerial, consultative, and communicative ones. Drawing on a synthesis of classical andragogical approaches and contemporary international standards (including Curriculum globALE), the functional-role structure of the specialist’s activity is detailed, distinguishing the roles of expert, resource provider, communication agent, and intellectual leader.

The key finding of the study is the substantiation of the design function as the system-forming component of the andragogue’s subjectivity. It is argued that given the high variability of professional statuses among non-formal education practitioners, the capacity for independent design of holistic educational solutions becomes the primary guarantor of educational service quality. Design is conceptualised as an integrative process encompassing needs diagnosis, goal-setting, content construction, and the selection of appropriate andragogical technologies. It is emphasised that the transformation of the andragogue’s role from a transmitter of knowledge to a subject of educational design is a necessary condition for the professionalisation of the non-formal adult education sector.

Keywords: andragogue, non-formal adult education, specialist’s subjectivity, profes-sionalization, projective activity, facilitation, competency-based approach, educational environment, individual educational trajectory, professional roles.

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