Adult Education as a Vector for Implementing State Sustainable Development Policy in the Educational Sphere of Ukraine

Abstract

This article explores the phenomenon of adult education as a priority vector for implementing the state's sustainable development policy in Ukraine. Driven by global digitalization and the unprecedented challenges of full-scale war and demographic crisis, the concept of lifelong learning in Ukraine is undergoing a transformation – shifting from an individual pursuit to a critical prerequisite for national security and socio-economic resilience. The urgent need for reskilling large population groups has necessitated a revision of state management mechanisms in the educational sector over recent years. This study presents a current analysis of adult education as a component of Ukraine's state policy for sustainable development in the educational sphere and identifies prospective directions for its implementation. To this end, the research analyzes the concept of sustainable development within educational policy, determines the regulatory and legal framework of state policy in this area, and characterizes adult education within Ukraine's higher education system while identifying existing problems and prospects. The article demonstrates that adult education serves as a "soft infrastructure" for the implementation of economic, social, and environmental components of sustainable development. The study substantiates a new mission for higher education institutions as multifunctional hubs that provide scientific support for all 17 Sustainable Development Goals and adapt the workforce to the requirements of a low-carbon economy. The research concludes that despite significant progress, the adult education system in Ukraine remains fragmented and requires a comprehensive approach. Key barriers include the lack of specialized legislation, fragmented coordination, weak support for existing adult education initiatives, and a shortage of inclusive, relevant programs for vulnerable groups (IDPs, veterans, etc.). Сonsequently, the primary vector of adult education policy should be the creation of a holistic lifelong learning ecosystem aimed at developing human capital for the country's post-war recovery based on EU standards.