Adult Education (AE) has traditionally been framed through generalized andragogical principles. However, “AE Particular” refers to the need for contextually sensitive, population-specific approaches that account for learners’ distinct cultural, socioeconomic, and psychological circumstances. This paper explores three “particular” domains: (1) AE in correctional facilities, (2) AE for older adults in digital transitions, and (3) AE in post-conflict community reconstruction. Using case-based analysis, we argue that effective adult learning requires moving beyond one-size-fits-all models toward flexible, asset-based pedagogies. Findings suggest that success depends on localized relevance, learner agency, and institutional adaptability.
AE Particular is not a rejection of universal andragogy but a refinement. By attending to what makes each setting and population unique, adult educators can achieve deeper, more sustainable learning. Future research should develop validated tools for diagnosing contextual particularities before intervention. ae particular
Global AE frameworks (Knowles, 1984; Merriam & Bierema, 2014) emphasize self-directedness, experience, and readiness to learn. Yet practitioners frequently encounter mismatches when applying these principles in atypical environments. “AE Particular” acknowledges that every learning situation has unique constraints and affordances. This paper examines three under-researched contexts to illustrate how particularity reshapes instructional design. Adult Education (AE) has traditionally been framed through