INTEGRATING GENDER AND PSYCHOLINGUISTIC APPROACHES IN ADULT EDUCATION: NEW POSSIBILITIES FOR LEARNER SUPPORT
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https://doi.org/10.55640/Keywords:
xAbstract
In the ever-evolving landscape of adult education, flexibility and inclusivity are paramount in meeting the diverse needs of learners. This paper presents an innovative methodology that combines gender psychology and psycholinguistics to enhance adult education strategies. By referencing Malcolm Knowles' andragogy model and Yoko Watanabe’s career research (2005), the paper explores the intersection of gender influences on learning processes and the psycholinguistic mechanisms at play. This approach offers new ways of supporting adult learners, acknowledging both the cognitive strategies shaped by gender and the role of psycholinguistic factors in communication. By integrating these elements into a cohesive educational framework, the paper highlights how educational systems can better address the needs of diverse learners, contributing to more effective, gender-sensitive teaching practices and strategies.
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References
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