The education of older adults in Slovenia occurs in various settings; however, a comprehensive system for the professional development of educators of older adults has not yet been established. This article aims to examine how educators of older adults view their professional development as well as the needs and challenges of their work. The theoretical framework is based on the concept of teacher professional development and the andragogical role of educators of older adults, which in addition to teaching includes mentoring, a counselling approach, and support for the participants’ personal growth. The research is designed as a qualitative case study of the Faculty of Active Wisdom (Slov. Modra fakulteta) at the University of Ljubljana; data were collected through semistructured interviews and analysed using deductive thematic analysis. The results indicate a need for further professional training, the development of specialised didactic approaches, the recognition of competencies (including microcredentials), and increased institutional and financial support. The study highlights the need for a structured system of professional development to ensure highquality and sustainable education in a longliving society.
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