Theoretical frameworks underpinning adult peace learning and educationIsanović Hadžiomerović, Amina (Avtor) peace educationpeace-buildingadult learning theoryadult learningadult educationDespite the long-standing dedication to promoting peace through the work ofthe United Nations Educational, Scientific and Cultural Organization (UNESCO) and the universal value of peacebuilding, the potential of adult learning and education (ALE) in this regard has not been sufficiently realised. This article aims to analyse the existing work dedicated to peace and peacebuilding in ALE by identifying the learning theories used as frameworks for designing such programmes. The starting assumption is that the existence of a theoretical grounding grants the capacity to ALE to contribute to the development of education programmes and activities dedicated to promoting peace. Employing a systematic literature review methodology, ten theoretical frameworks were found: dialogic humanising pedagogy, experiential learning, transformative learning, the Notre Dame University peace education framework, affective learning, multicultural learning, postcritical theory, social education theory, participatory learning, and the 4Rs (redistribution, recognition, representation, and reconciliation) framework. By mapping these frameworks, this paper intends to open a venue for the theoretical consolidation of peace education within the field of ALE.20262026-04-29 14:43:22Članek v reviji182197sl