Akademik Veri Yönetim Sistemi
International Journal of Lifelong Education, 2025 (ESCI, Scopus)
There is limited evidence about how culturally responsive teaching and learning (CRTL) is implemented in adult education. Departing from this gap, this study aimed to reveal culturally responsive adult education practices in a public education centre in Türkiye by investigating the perspectives of adult educators and students. This study was designed as a case study. Seven adult educators with experience teaching culturally and linguistically diverse adult learners and six of their students participated in this study. The data were gathered through semi-structured interviews and analysed through content analysis. Six themes emerged during the study: adult educators’ conceptualisation of culturally responsive education, adult students’ needs and ideas, educators’ role and expectations, CRTL practices implemented by adult educators, changes conducted implementing training modules, and problems encountered. The findings revealed that adult educators’ conceptualisation of CRTL was restricted to considering all students equal. The cultural background of the adult students was rarely integrated into the teaching strategies of adult educators. In addition, adult educators depicted several problems such as language problems, lack of training and teaching material, and national policies. Turkish adult educators and students’ perspectives may offer valuable guidelines for planning and conducting CRTL.