Innovative classroom management for adult students

Bahloul, Aya (2026) Innovative classroom management for adult students. MA/MSc, Benedek Elek Pedagógiai Kar.

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Absztrakt (kivonat)

In recent years, research has focused more on adult education than ever before, and advancements have been made across various fields to improve it, especially thanks to the global shift to lifelong learning and increasing demand for professional skills. Blended learning is specifically improving over time and becoming increasingly integrated. However, despite this, traditional classroom elements still bleed into current-day adult education due to the general focus on standardized pedagogical strategies, which may clash, especially given that each adult student studies at a more personalized, self-motivated level. Psychologically speaking, research has shown that they seem highly affected by the environment in which they study, compared to children. Because of this, it is important to highlight a comprehensive list of strategies to ensure a motivation-based, personalized curriculum for adults, especially within a blended classroom. The standard, general-learning-method-for-all, no longer seemed to apply, as there is more demand for something personalized. Despite all the existing studies on self-motivated education, the issue of actually applying said approaches in modern-day adult classrooms remains to be seen. Little is done to achieve intrinsic motivation, especially for adults who do not adhere to traditional learning styles. This can be an issue, as it will put limitations on student effort, achievement, and participation. Some may even feel unsatisfied and unable to attain the goals they seek due to their learning environment not exactly meeting the needs they hope to achieve. The engagement within the classroom may be stunted or even halted due to this, especially with the idea that most approaches to improve upon this are still within a theoretical window, and little to nothing is done to normalize this within adult classrooms at a higher rate compared to the more standard, group/general traditional approach. Nowadays, adult education is recognizing major improvements. However, management effectiveness is challenging in this aspect. There needs to be an active focus on personalized, flexible, and hybrid management to ensure fruitful results. Therefore, this thesis aims to address this gap, highlight the impact of a personalized classroom management plan on the academic performance and the satisfaction of adult students, done through innovation that promotes active engagement for adult students by catering to personalized needs, especially for those whose needs were not met during childhood or those who struggled due to incompatibility with traditional/standardized methods. These results will be used as a framework for blended adult classrooms in future endeavors for fellow educators. This study also aims to consistently use innovative classroom management to leave an impact on life-long and life-wide learning, further benefiting adult students who pursue these directly. As well as utilizing said plan within a formal, informal, and non-formal setting, and hoping to achieve fruitful results. The question this thesis seeks to answer is: How can we consistently innovate classroom management? Through various experimentations, this thesis hopes to achieve the following: Students who will be subjected to a more active and innovative management plan should be able to give better results and perform better than the traditional classroom plan. From this, results can be generalized, and based on which plans and approaches were most effective, I can create a comprehensive classroom management list for adult students. The end goal is for this list to become a framework/guidance for future educators. Keywords: Adult student, adult education, active learning, hybrid learning, life-long learning, life-wide learning, formal learning, non-formal learning, informal learning, classroom management.

Magyar cím

Innovative classroom management for adult students

Angol cím

Innovative classroom management for adult students

Intézmény

Soproni Egyetem

Kar

Benedek Elek Pedagógiai Kar

Tanszékcsoport/intézet

BPK - Neveléstudományi és Pszichológiai Intézet

Szak

BPK - Neveléstudomány (MA)

Témavezető(k)

Mű típusa:	Diplomadolgozat (MA/MSc)
Felhasználói azonosító szám (ID):	Aya Bahloul
Dátum:	03 Júl 2026 09:50
Utolsó módosítás:	03 Júl 2026 09:50
URI:	http://diploma.uni-sopron.hu/id/eprint/16746

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