This article explores the research question: How is change management practised in adult education? The findings indicate, first, an ongoing professionalisation of adult education (AE); second, issues related to security and tensions of meaning; third, processes of identity affirmation and culture-building within the collegium; and fourth, the empowerment of and communication with staff. The discussion illustrates how leaders navigate between structural and cultural factors within the organisation. By strengthening teachers’ autonomy and professional identity, leaders can facilitate constructive change processes. Consequently, change management in AE emerges not merely as a tool for incremental implementation, but as a dynamic practice aimed at developing sustainable, professional, and resilient adult education environments for the future.
Ellingsen et al. (Fri,) studied this question.