Communicative space of educational classes as a condition for successful adult education

Currently, adult education is a diverse and mobile system of educational services. Given the current situation, adult education is designed to fill the list of missing competencies of a modern specialist, among which soft skills are important. Soft skills are personal qualities that allow you to interact effectively and harmoniously with other people and are equally necessary for both everyday life and professional activities. One way to solve the problem of forming soft skills of adult learners is to create an appropriate communication space in the educational classes. The purpose of the study is to substantiate theoretically, create and evaluate the communicative space of educational classes in adult education and develop guidelines for its modelling. The experimental work on modelling of the communicative space of training was carried out in the educational process of the Institute of Advanced Training and Retraining of the Maxim Tank Belarusian State Pedagogical University. Forty-two adult learners (people, who decided to receive additional qualification) of the retraining course “Educational activity of experts” studying the didactics participated in the experimental work. The assessment of the communicative space of studies was carried out according to three criteria: “Assessment of the process”, “Assessment of satisfaction” and “Assessment of the outcome”. The empirical results of testing the communicative space of educational classes were obtained by observing the work of adult learners in the educational classes, analysing the products of their activity, questioning, and polling. According to the results obtained, the communicative space of educational classes in adult education allows you to create the optimal educational environment that contributes to the effective assimilation of the content of the discipline by adult learners, improving their soft skills. These results made it possible to formulate guidelines for modelling the communicative space of educational classes in adult education. The suggested guidelines can be used by teachers in organizing formal and informal adult education.