Complexity of conditions that impact job-related training: A qualitative computer-supported analysis of adult learning cases

Introduction.

Driving from demand for further research on the causality of diverse conditional variables of job-related adult training, an original theoretical framework sets up the social-ecological approach to develop the understanding of the complexity of conditions that impact adult training. Every person contributing or influenced is part of a social ecological system through a set of interdependencies that is constituted by the three interdependent cultural sub-constructs (SC) on “What to train? (Axiological SC) and “What for to train?” (Interaction SC) and “How to train?" (Learning SC).

Goals and Methods. The research aimed to explore the complexity of conditions affecting job-related adult learning from a sustainable development perspective. The study used AQUAD 7 software to analyse university adult learners' judgements, using an interpretative hermeneutic analysis approach. The researcher created a category system using 'open coding' to reveal the conceptual framework of adult learning. Word codes were used to understand the judgements, while content codes revealed the meaning of the judgement. A meta-code system was created, and implicants were determined using AQUAD 7 Qualitative Comparative Analyses (QCA) options.

Results. The study reveals that adult learners choose creativity training for personal and professional fulfilment (Axiological sub-construct). The interaction sub-construct focuses on strengthening adults’ capacity for vocational innovations and community development, benefiting local social ecosystems. The learning sub-construct of training culture covers personalized conditions to support self-constructive creativity, ensuring social, cultural, civil, and economic benefits.

Conclusions. The analysis concludes that adult training from a sustainable development perspective should ensure the conditions to challenge adults themselves to creativity, personal autonomy, and balanced responsibility for vocational innovation and societal development. Such an approach can help to identify gaps and mismatches in adult learning, providing a basis for further research.