A METHODOLOGICAL PERSPECTIVE ON ADULT LEARNING DESIGN: ANDRAGOGY AND CAREER REINVENTION

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        Within the context of technological advancement and great shifts in labour market demands, career reinvention has gained a defining significance among various professions. These changes shape a ground for radical transformations as contemporary workers increasingly face the necessity of continuous learning in the globalizing world. The imperative for career reinvention has laid the ground for continuous adult education and professional growth.

      This article examines adult learning design from a methodological perspective, focusing on the relationship between andragogy and career reinvention. Guided by the theoretical framework of foundational theories of adult learning, transformative learning, experiential education, and contemporary workforce development, it explores how educational methodologies can effectively support adults transitioning across professions. The study argues that effective adult learning methods should integrate learner autonomy, experiential knowledge, reflective practice, and flexible educational structures. The article further proposes an integrated methodological framework for designing adult education systems oriented toward career reinvention. The findings of this paper contribute to broader debates concerning lifelong learning, workforce resilience and professional adaptation in the rapidly changing world.