Adult Education, a perspective from the professionalization of its teachers' work
La Educación de Adultos, una mirada desde la profesionalización del trabajo de sus docentes
Abstract
Youth and Adult Education in the Dominican Republic faces a multidimensional crisis, characterized by low school completion rates among adults without basic education and a digital divide that limits access to job opportunities. This article, derived from doctoral research, analyzes teacher professionalization as a strategic axis for transforming Youth and Adult Education, integrating information and communication technologies and artificial intelligence. It used theoretical and empirical methods. Systematization, documentary analysis, and observation, in addition to the survey, identified low numbers of teachers using digital platforms and applying Artificial Intelligence tools. It lays the foundation for an educational program with three pillars: digital competency training, critical literacy that includes data ethics, and flexible pedagogical designs for vulnerable contexts. The results highlight the need for public policies linking teacher training to the demands of the digital labor market, in line with Goal 4 of the 2030 Agenda. Teacher professionalization is a challenge for Youth and Adult Education, and through systematic development, it fosters the preparation of future generations in Dominican society.
