Prof. Monica Fedeli
What excites you about adult learning and education?
"My passion for research in this field stems from the belief that everyone has the capacity to learn, grow, and improve. I am convinced that in this unique historical moment, we have the opportunity to help transform and broaden the worldviews of adults as they face global challenges.
I also firmly believe that, as scholars, we have a responsibility to support learning in the most effective ways - through active learning and by engaging adults at the heart of th educational process. By doing so, we can help cultivate more responsible, active citizens and communities."
Why did you choose to do research in the field of adult learning and education?
"Research in this field allows me to explore issues that are central to advancing responsibility , human rights, and collaboration among people from diverse backgrounds and disciplines. By focusing on learning and education - espacially in relation to diversity, development, and sustainability - this research empowers individuals to create more just and responsible workplaces and societies. Ultimately, it helps people shape a better future for themselves and for others."
Monica Fedeli is Professor in Teaching and Learning Methods and Organizational Development at University of Padova (Italy) and Vice President for the Outreach and Relations with the Territory.
- Didactics and adult innovative teaching methods
- Transformative Learning
- Personal and professional development
- Gender and critical feminism
- Career Development
- Coaching
- Professional and faculty development
- Employability and soft skills
CG11: Faculty development: Policies, Organizational challenges and professional development
Co-Moderator: Prof. Laura Bierema
The group will analyze and compare how faculty and instructors across different universities and organizations develop competencies related to teaching and learning. This will include an exploration of institutional policies, organizational challenges, and the individual motivations behind skill development for improved teaching practices. Faculty development programs will be examined, and various opportunities for professional growth will be discussed collaboratively during the group work.
The relevance of this CGW is to understand the efforts made by the different countries for transforming and innovating teaching and learning through faculty development strategies and practices.
Therefore, the expected learning outcomes of this CGW are related to:
- Knowledge about HEIs policies related to professional development of faculty.
- Organizational and institutional strategies to promote faculty development.
- Programs, actions/practices implemented for promoting professional development and teaching innovation.
Bierema, L. L., Fedeli, M., & Merriam, S. B. (2025). Adult learning: Linking theory and practice. Jossey-Bass.
Fedeli, M, Taylor W. E. (2024). Collaborative learning and group work. In J. Coryell, L.M. Baumgartner, J.W. Bohonos (Eds.) Methods for facilitating adult learning. Strategies for enhancing instruction and instructor effectiveness (117-136). Routledge. https://doi.org/10.4324/9781003446019
Fedeli, M., Guimares, P., Hinzen, H., Kando, R., Nemeth, B., Saam, J., & Tino, C. (2024). Higher education supporting the development of adult learning and education: Examples, experiences, expectations. Form@re. https://doi.org/10.36253/form-15996
Fedeli, M., & Olatunji, T. I. (2024). My Theory, my Tool, my Tribe: Unpacking Scholars’ Perspectives on the Evolution of Transformative Learning. Journal of Transformative Education, 0(0). https://doi.org/10.1177/15413446241286481
Fedeli, M., Liotino, M., Taylor, E. W., & Araneta, M. G. (2022). Enhancing learning in higher education using MOOC: The experience of the University of Padua. In G. Casalino, M. Cimitile, P. Ducange, N. Padilla Zea, R. Pecori, P. Picerno, & P. Raviolo (Eds.), Higher education learning methodologies and technologies online. HELMeTO 2021. Communications in computer and information science (Vol. 1542, pp. 215–229). Springer. https://doi.org/10.1007/978-3-030-96060-5_16
