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<p>This article examines how digital transformation, particularly the use of generative artificial intelligence, affects the professionalization of teachers in adult and continuing education. It argues that digital technologies do not merely intensify existing uncertainties but contribute to a&#xa0;specific form of epistemic precarity, in which the validity, reliability, and authority of knowledge become fragile. Against the backdrop of the structural characteristics of adult education, the paper shows that established models of competence development and professional training are insufficient to address these challenges. It proposes a&#xa0;reorientation of professionalization that places epistemic judgement and institutional frameworks at the center.</p>

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Epistemische Prekarität und digitale Professionalisierung des Lehrpersonals in der Erwachsenen- und Weiterbildung

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年6月16日

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  • Ulrich Wirth

摘要

This article examines how digital transformation, particularly the use of generative artificial intelligence, affects the professionalization of teachers in adult and continuing education. It argues that digital technologies do not merely intensify existing uncertainties but contribute to a specific form of epistemic precarity, in which the validity, reliability, and authority of knowledge become fragile. Against the backdrop of the structural characteristics of adult education, the paper shows that established models of competence development and professional training are insufficient to address these challenges. It proposes a reorientation of professionalization that places epistemic judgement and institutional frameworks at the center.