TRIFONOVA I., KICHEROVA M., ZYUBAN E. VECTORS OF CORPORATE TRAINING AS THE DEVELOPMENT INDICATORS FOR THE LIFELONG ADULT EDUCATION ECOSYSTEM. LIFELONG EDUCATION: The 21st Century.
2026. Vol. 14. No. 2. DOI: 10.15393/j5.art.2026.12253


Vol. 14. No. 2.

Labor Market and Lifelong Learning
pdf-version

VECTORS OF CORPORATE TRAINING AS THE DEVELOPMENT INDICATORS FOR THE LIFELONG ADULT EDUCATION ECOSYSTEM

TRIFONOVA Irina S.
PhD in Philology, Associate Professor, Center for Foreign Languages and Communication
University of Tyumen
(Tyumen, Russian Federation)
i.s.trifonova@utmn.ru
KICHEROVA Marina N.
PhD in Sociology, Associate Professor, Department of General and Economic Sociology
University of Tyumen
(Tyumen, Russian Federation)
m.n.kicherova@utmn.ru
ZYUBAN Evgeny V.
PhD in Economy, Associate Professor, Department of Economic Security, System Analysis and Audit
University of Tyumen
(Tyumen, Russian Federation)
e.v.zyuban@utmn.ru
Keywords:
corporate training
lifelong learning
adult education ecosystem
adult education
company cases.		 Abstract: in today's rapidly changing world of technology and socioeconomic development, it is essential for companies to continuously develop the skills of their employees. This can be achieved through on-the-job training and access to open educational resources. The article is aimed at exploring the specifics of continuing education in Russian companies and identifying trends in corporate training. Using case study methodology, the authors have conducted a qualitative analysis of training processes within Russian companies. The sample included five national companies, ranging from large organizations to regional cases from the Ural Federal District. The analysis of company cases has allowed the authors to identify the development vectors for employee training, methods for engaging and motivating employees, partnership models, and the social impact of collaboration. The article emphasizes new corporate training practices. A shift away from a traditional model of knowledge transmission towards more active and interactive learning methods, including the use of digital technology, has been observed. The authors have identified a shift in focus from the acquisition of practical professional skills to the promotion of personal growth, self-directed learning, life-long learning, and the creation of learning environments. The authors have developed a conceptual model of corporate training that illustrates its role within the adult education ecosystem, the nature of emerging relationships, and pedagogical approaches for different social groups. It has been recognized that institutional boundaries are becoming less restrictive, with corporate training extending beyond organizational limits, based on a humanistic educational approach that promotes personal development, creativity, and cultural awareness. The configuration of connections is undergoing transformation, with a more dialogical and horizontal approach to interaction. Future research directions lie in the exploration of innovative pedagogical strategies and the development of learning environments that support developmental learning among adults within the corporate setting and at various levels of lifelong learning.
Paper submitted on: 12/20/2025; Accepted on: 04/24/2026; Published online on: 06/26/2026.

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DOI: http://dx.doi.org/10.15393/j5.art.2026.12253