Feelings of inadequacy challenge self-efficacy. Collective efficacy and doing things together are responses to the new normal in liberal adult education.

In liberal adult education, the growing use of distance learning and remote work has increased discussion on whether it is possible to cope with everyday work both in course activities and administration in adult education centres. Many have felt inadequate when trying to achieve the objectives they have set for the courses, inspire students behind their masks and complete the course activities in the planned timetable. The knowledge that the COVID-19 epidemic will be defeated in the end and that we will then be able to return to our normal daily routines and timetables has not made things easier.

What does the new normal mean and how can we free ourselves from the vicious circle of feeling inadequate when this new normal finally arrives?

Momentarily reduced sense of self-efficacy in the background

The feeling of inadequacy is based on a momentarily reduced sense of self-efficacy. Self-efficacy is linked to how a person exerts control over their behaviour and motivation on the basis of their knowledge and abilities (Bandura 1977; 1997). Self-efficacy describes whether the person believes they have the ability to achieve the goals they have set for their activities. It is based on experiences that form a kind of a continuum on which the person can position themselves. The perspective emphasises personal and social experiences. The personal nature of an experience points to the view that staff in liberal adult education are active agents, while the social nature of an experience points to experiences forming through students on the courses and colleagues.

The experiences to which the staff of adult education centres have now had to relate their self-efficacy have changed due to external factors because of instructions given by the health authorities and municipalities/cities. Everyone has had to adapt to them.

Staff working in the field of liberal adult education are very innovative and plan and carry out their work independently. Continuous changes in everyday work, having to tolerate interruptions and not being able to plan their work have unavoidably reduced the sense of self-efficacy of some people. Many have been reflecting on whether their knowledge and skills are sufficient for coping with changes in the jungle of new and agile digital solutions. Am I adaptable enough in front of new demands?

Strengthening the feeling of adequacy

How can we strengthen the feeling of adequacy and self-efficacy and our confidence in our own capabilities? Previous experiences of control and succeeding, using the knowledge learned at work, strengthening collective efficacy and the efficacy of others within and outside the groups on the courses contribute to enhancing the feeling of adequacy at work. I am enough as I am. Strengthening the positive circle of feeling adequate helps to create an innovative work atmosphere and promotes coping with the challenges of the world of work.

But what about the new normal? What will happen to our social experiences when self-efficacy is enhanced? Will we continue to keep safe distances to one another even if it is no longer needed? Will we continue to speak from behind an invisible face mask even if we no longer wear one?

One of the new normals in liberal adult education is to prevent the feeling of inadequacy from arising and maintain collective efficacy in lifelong learning. To strengthen the sense of collective efficacy, we will need each other so that we can create experiences of success both to the participants of the courses and to ourselves.

Text: Anne Partanen

References:

Bandura, A. 1977. Self-efficacy: Toward a Unifying Theory of Behavioral Change. Psychological Review 84 (2), 191–215.

Bandura, A. 1997. Self-efficacy: The exercise of control. New York: W.H. Freeman.

Anne Partanen has a PhD in Education and currently works as the principal of the Järvi-Saimaa adult education centre. In addition to the field of liberal adult education, she has also worked as a class teacher and a university teacher of educational sciences. Anne is interested in liberal adult education because of the broadness of the field. Her motto is learning from the past and looking into the future. Together we are stronger and we will need the voice of all adult education centres to be able to emphasise the importance of liberal adult education. Anne relaxes by engaging in different forms of physical activity, depending on the season. Paddling and cross-country skiing are her favourite hobbies.

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Anne’s article is part of the Sivistystori blog series published by SVV – Freedom and Responsibility of Liberal Adult Education. In the blog, texts written by researchers of liberal adult education, experts from educational institutions and SVV’s cooperation partners are published on average twice a month.