Abstract

The main objective of this research is to investigate the significance of adult educators’ mentoring in the application of experiential and participatory teaching techniques. Bearing in mind that teaching techniques play a major role in adult education, emphasis is given on examining whether adult educators need mentoring for a more effective implementation of these techniques. More specifically, the study focuses on researching a sample of 337 educators’ opinions concerning the extent they need mentoring and in which particularly teaching techniques. According to participants in the research, mentoring process has a significant impact on the effective use of experiential and participatory teaching techniques. Thus, research findings indicate that mentoring can become a useful tool for enhancing their knowledge and skills helping them become “better educators”.

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