Index IntroductionKeywords: principles, adult, psychology, change, transformation, self-directedReviews of academic literatureConclusionIntroductionThis article presents the principles of adult education and the psychology of change which helps promote effective change in adult learners. Adult learning comes from self-directed learning that guides the adult learner to understanding through different stages of transformation (Knowles, Holton III, & Swanson, 2011; Vella, 2002). The adult learner needs motivation to improve their knowledge. The psychological need of the adult student derives from an individualized stimulus, provoked by a personal life crisis, a significant dilemma, a trigger, a major life transition or a context that triggers the need for change, collaborative transformation , self-directed learning, and reflective tutoring (Cox, 2006; Daloz, 1999 ; Dewey, 1993; Vella, 2002). Say no to plagiarism. Get a tailor-made essay on "Why Violent Video Games Shouldn't Be Banned"? Get an original essay Keywords: principles, adult, psychology, change, transformation, self-directed Academic literature reviews In adult education, a principle is “the beginning of an action” (Vella, 2002, p.3). The reason and the purpose of an adult learner's learning vary, but he or she is stimulated primarily by professional advancement and incentives (Knowles, Holton III, & Swanson, 2011). Adult learning is a self-directed process that enables the adult learner to be part of the diagnosis, planning, implementation and evaluation of one's learning process (Knowles et al., 2011; Vella, 2002; Zachary, 2000) emphasizes the role of experiences in learning and in particular how they impact the adult learner's learning needs. Knowles et al.'s (2011) andragogy theory is a constructivist approach to learning that encourages adults to draw on their own experiences. This learning model, adults need to be challenged and exposed to new possibilities for self-realization (Knowles et al., 2011; Vella, 2002; Zachary, 2000). Furthermore, the adult learner needs to feel involved in the process of formulating learning objectives that take into account his or her learning style, teaching practices, background and subject matter (Starratt, 2004; Zachary, 2000). Mentoring is an important aspect of adult learning. In designing the learning experience, the mentor helps the adult learner clarify his or her aspirations for improved behaviors (Starratt, 2004; Zachary, 2000). He or she also helps the student diagnose the gap between his or her aspirations and current level of performance (Vella,2002; Zachary, 2000). Effective mentors support students in identifying life problems due to knowledge gaps (Henderson & Milstein, 2002). Based on this information, the adult student and the mentor organize a collaborative system to share responsibilities in the mutual inquiry process. The mentor should work with the adult student to share possible options. Furthermore, he or she must select materials and methods that will benefit the adult learner (Henderson & Milstein, 2002; Knowles et al., 2011; Vella, 2002). The mentor supports the student in identifying life problems he or she has experienced. due to gaps in personal knowledge (Henderson & Milstein, 2002). The adult learner needs to feel appreciated and respected by the facilitator (Knowles et al., 2011; Vella, 2002; Zachary,2000). The adult student's relationship with the mentor encourages the adult student to collaborate in activities and not feel pressured to be competitive or judged in the process. The mentor in adult education is responsible for creating a collaborative learning environment (Knowles et al., 2011; Vella, 2002; Zachary, 2000). It therefore builds a relationship based on trust and mutual availability with the adult learner; he or she shares his or her feelings, contributions and resources with the adult learner. The adult student needs to feel valued and respected by the mentor (Knowles et al., 2011; Vella, 2002; Zachary, 2000). Adult students with sufficient life experiences who engage effectively in dialogue with their mentors must take responsibility for explaining their context, while establishing contact in any way possible is the responsibility of the mentors (Vella, 2002). Quantum dialogue allows both the voice of the mentor and the mentee to be heard (Vella, 2002). The adult learner will be challenged to explore his or her experiences as resources for learning through techniques such as discussion; role plays and case study analyzes (Knowles et al., 2011; Vella, 2002; Zachary, 2000). Adult learning programs are geared towards the facilitator's own resources and level of experience with the adult learner to cultivate the collaborative learning environment. The facilitator will challenge the adult learner to apply new learning to their experiences to increase meaning and the integrated learning process. The adult learner will develop and grow through the encouragement of the facilitator and the application of self-evaluation procedures according to agreed criteria (Zachary, 2000; Mezirow, 1990). The mentor creates and maintains a supportive climate with the student that enables learning (Knowles et al., 2011; Vella, 2002; Zachary, 2000). The adult learner is ready to increase his or her knowledge because of an intrinsic need and motivation for immediate application. In adult education, students turn to their life reservoir of experiences as a primary resource for enriching their motivation and learning process (Henderson & Milstein, 2002; Vella, 2002; Zachary, 2000). Mentors in adult education evaluate the individual needs of the adult student and respect that all students have different learning styles, experiences, and expectations (Vella, 2002; Zachary, 2000). Students must relate their learning content to reality - world problems before embarking on the goal of growing (Vella, 2002; Zachary, 2000). Adult learners are self-directed and take responsibility for their own decisions. Knowles et al., (2011) confirm that the capacity for self-directed learning develops at some point in adulthood. Self-directed learning is recognized as a cognitive investment relationship that develops and is cultivated by the mentor and the adult learner (Zachary, 2000). Adult learners have an abundance of life and work experiences that externally inspire and motivate them to adopt a learning style that will help them solve problems and gain internal profit, but life experiences can also hinder the their self-directed learning process (Cox, 2013). In experiential learning, experiences are the basis for a model of observation and reflection involving four learning modalities. Dewey, (1993) and Kolb (1984) explain that these experiential learning models are an all-encompassing process involving four modalities: concrete experience that arouses feelings, reflective observation that involves reflection, and dialogue to describeexperience and feelings, abstract conceptualization aligned with adult learner thinking, and active tutoring to explain the learning cycle. The learning cycle helps the adult learner identify areas in which he or she wishes to expand his or her understanding or learn something new (Clark & ​​​​Caffarilla, 1999; Vella, 2002). Transformative learning encompasses other forms of learning, creating a significant change in learning. students' fundamental assumptions about themselves (Argyris & Schon,1978). Transformative learning is a deeper learning process in which outcomes are achieved in a single- or double-loop learning process, as discussed by Argyris and Schon (1978). Transformative learning was first proposed by Mezirow (2000). The adult student feels the need and creates a starting point for dialogue that involves a critical examination of assumptions or perceptions, which reinforces the student's deeply held values, judgments, and expectations (Cox, 2013). Mezirow (1990) explains that the learner will automatically move from one specific behavioral stage to another without premeditation, although adult learners tend to reject new ideas that do not support their preconceptions. The process allows the adult learner to feel part of the process and feel comfortable enough to make mistakes and discover new things. Students expand their prior knowledge in the area of ​​education through emotional intelligence, self-directed learning, and transformational learning (Knowles et al., 2011). Mezirow (1990) explains that adult learners will be challenged to interpret assumptions and habits of thought. Some of these habits include the student's current higher order schema of theories, beliefs, cultural expectations, goal orientations, evaluations, and argumentation (Clark, & Caffarilla, 1999; Vella, 2002; Zachery, 2000). In adult education, instruction should be task-oriented and relevant to the student's life rather than memorization, learning activities should take into account the student's background and learning styles (Vella, 2002; Zachary, 2000 ) Learning styles are a set of personal characteristics imposed by biology and development that make some teaching and learning methods effective for some students and ineffective for other students (Clark, & Caffarilla, 1999; Vella, 2002). Assessing an adult student's learning style is vital to the learning process (Clark, & Caffarilla, 1999). Mezirow (1990) describes a learning style as a method used to concentrate on, process, and retain new and difficult knowledge. To identify an adult student's learning style, the mentor must examine the individual's multidimensional characteristics to determine what will stimulate concentration and cause lasting knowledge (Zachery, 2000). Adult students' learning styles and meanings vary based on their beliefs about what is needed to survive and succeed (Clark & ​​Caffarilla, 1999; Henderson & Milstein, 2002). Dialogue with a mentor reinforces the mentee's development of new knowledge, attitudes or skills (Knowles et al., 2011). The process of dialogue and reflection allows the student to approach contextual experimentation when solving problems (Schon, 1983). Knowles et al.'s theory of andragogy. (2011) confirms that mentoring is a necessary process in adult learning theory. Zachary (2000) and Knowles et al. (2011) state that adult learners are equal participants in a learning relationship with the mentor. That's the role of the mentor in adult educationto encourage and assist the adult learner in achieving his or her primarily self-directed learning process. Establishing a dialogic learning style helps the learner expand their knowledge (Cox, 2006; Knowles et al., 2011; Vella, 2002; Zachary, 2000). In a mentoring relationship, a set of goals and objectives are defined and agreed upon by both parties with mutually defined expectations, shared responsibilities, and use of multiple modalities and resources to achieve goals and objectives (Zachary, 2000). The collaborative mentoring paradigm is rooted in the principles and practices of adult learning (Knowles et al., 2011) stating that mentors will motivate, encourage, and establish adult learners; needs assessment, safety, solid relationships, sequence, practice, respect for students as decision makers, ideas; feelings, actions, immediacy, clear roles, teamwork, commitment and responsibility (Knowles et al., 2011; Vella, 2002; Zachary, 2000). Adult learners must reflect on, digest, and process explicit lessons such as certain commands, functions, and operations with a mentor (Cox, 2006; Knowles et al., 2011; Vella, 2002; Zaccaria, 2000). The change in mentoring practice according to Zachary (2000) aligns with the fundamental principles of adult learning. The adult learner plays an active role in learning, shares responsibility for priorities, learning, and resources, and gradually increases the rigor of the self-directed learning process (Cox, 2006; Knowles et al., 2011). The mentor cultivates and develops the adult student's capacity for self-direction over the course of the relationship using elements of the learning-centered mentoring paradigm (Zachary, 2000). The “learning-centered mentoring paradigm has seven critical elements: reciprocity, learning, relationship, partnership, collaboration, mutually defined goals, and development” (Zachary, 2000, p.3). The presence of reciprocity and mutuality in a mentoring relationship Mentoring often surprises novice mentors. In a mentoring relationship the mentor and mentee have specific responsibilities, contribute to the relationship, and learn from each other (Cox, 2006; Knowles et al., 2011; Zachary). , 2000).The outcome of the mentoring relationship is new knowledge acquired by both the mentor and the mentee. Learning is a critical component in the mentoring process, as without learning the mentor serves no purpose (Cox, 2006). ; Knowles et al., 2011; Zachary, 2000). Vella, 2002). In a mentoring relationship, it is essential that the mentor motivates, inspires, and supports the mentee's learning and development (Zachary, 2000). Effective mentoring relationships take time to develop and grow both the mentor and mentee's need to work to establish, maintain, and strengthen the connection through the mentoring process (Cox, 2006; Knowles et al., 2011; Vella, 2002 ). To establish trust, the mentor and mentee build and strengthen the relationship and hold each other accountable for the relationship (Cox, 2006; Wagner & Simpson, 2009). An adult mentoring relationship is a collaborative relationship that focuses on the mentee's desired learning that is achieved through the teamwork of the mentor and mentee (Wagner & Simpson, 2009). An effective mentoring relationship will flow naturally in the direction of your defined goals and objectives. established at the beginning of the mentoring relationship (Knowles et al., 2011; Vella, 2002). This means that the mentor and mentee will actively ask questions, listen to answers, and, 2002).