20.500.12556/RUL-182197 Theoretical frameworks underpinning adult peace learning and education findings from a systematic review Despite 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. Čeprav smo dolgotrajno predani spodbujanju miru prek dela Organizacije Združenih narodov za izobraževanje, znanost in kulturo (UNESCO) ter gradnjo miru priznavamo kot univerzalno vrednoto, potencial učenja in izobraževanja odraslih v tem pogledu ni dovolj izkoriščen. Namen članka je trenutno delo, posvečeno miru in gradnji miru v okviru učenja in izobraževanja odraslih, analizirati na podlagi opredelitve teorij učenja, ki so bile uporabljene pri oblikovanju tovrstnih programov. Izhajamo iz predpostavke, da obstoj teoretične podlage učenju in izobraževanju odraslih lahko pripomore k razvoju izobraževalnih programov in dejavnosti za spodbujanje miru. Sistematični pregled literature je razkril deset teoretičnih okvirov: dialoško humanizirajočo pedagogiko, izkustveno učenje, transformativno učenje, model mirovne vzgoje z Univerze Notre Dame, afektivno učenje, multikulturno učenje, postkritično teorijo, teorijo socialne vzgoje, participativno učenje in okvir 4R (prerazporeditev, prepoznavanje, zastopanje in sprava). Na podlagi prepoznavanja teh okvirov v članku odpiramo prostor za teoretično opredelitev mirovne vzgoje na področju učenja in izobraževanja odraslih. peace education peace-building adult learning theory adult learning adult education izobraževanje za mir gradnja miru izobraževanje odraslih učenje odraslih teorija učenja odraslih true false true Angleški jezik Slovenski jezik Članek v reviji 2026-04-29 14:43:22 2026-04-29 14:43:33 2026-04-30 04:31:14 0000-00-00 00:00:00 2026 0 0 Str. 19-41 št. 1 Letn. 32 2026 0000-00-00 Zaloznikova Objavljeno NiDoloceno 0000-00-00 0000-00-00 2026-01-01 374.7 1318-5160 10.4312/as/25380 276731395 Isanovic+Hadziomerovic.pdf Isanovic+Hadziomerovic.pdf 1 1527B5F30732BD39FF2E2BA176D747CF 7a942a5ee1880736861da9ab75ae6f7c60b9343f544b3e67fefcb3b4cd6b32d2 35f3ae98-43c9-11f1-b0ab-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=233202 https://journals.uni-lj.si/AndragoskaSpoznanja/article/view/25380/21228 1 c41444d1-43c8-11f1-b0ab-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=233201 Filozofska fakulteta Andragoška spoznanja 0 0 0