The rise of remote work has reshaped adult learning, altering how educational dialogue, meaning-making, and transformative learning occur. The COVID-19 pandemic accelerated digitalization, revealing both opportunities and challenges: while access and flexibility increase, authentic dialogue is threatened by physical absence, asynchronous communication, and technologically mediated interaction. Drawing on Freirean pedagogy and Mezirow's transformative learning theory, this paper argues that authenticity is an epistemological and relational condition essential for adult learning. By intentionally designing digital "third spaces" that foster trust, reflection, and mutual recognition, educators can preserve and even enhance the trans- formative potential of dialogue in remote educational environments.
Authenticity and Educational Dialogue in Remote Work: An Epistemological Inquiry in Adult Learning
Balzano, Gennaro
2026-01-01
Abstract
The rise of remote work has reshaped adult learning, altering how educational dialogue, meaning-making, and transformative learning occur. The COVID-19 pandemic accelerated digitalization, revealing both opportunities and challenges: while access and flexibility increase, authentic dialogue is threatened by physical absence, asynchronous communication, and technologically mediated interaction. Drawing on Freirean pedagogy and Mezirow's transformative learning theory, this paper argues that authenticity is an epistemological and relational condition essential for adult learning. By intentionally designing digital "third spaces" that foster trust, reflection, and mutual recognition, educators can preserve and even enhance the trans- formative potential of dialogue in remote educational environments.Pubblicazioni consigliate
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