Mapping adult education institutions for development in Taiwan: The impact of course design, instructional approach, and faculty management on performance

This study examines how adult education institutions in Taiwan contribute to broader development goals by integrating course design, instructional approaches, and faculty allocation. Drawing on nationally representative data covering 1526 adult education institutions from the Ministry of Education’s 2024 Adult Education Survey, multiple regression and linear endogenous treatment effects models were employed to analyze the impact of different institutional strategies on performance. Results indicate that institutions affiliated with formal schools primarily offer diploma- or credit-based courses, whereas non-formal providers deliver more flexible, diverse programs—spanning interest-based learning, leisure activities, and career-focused skills—to meet the varied needs of adult learners. Although face-to-face instruction is prevalent in diploma and certification courses, the rising demand for workforce training and skill upgrading has driven the adoption of blended and online formats. Faculty allocation strongly influences teaching quality and enrollment, highlighting the importance of rigorous teacher qualification review, professional training, and ongoing faculty development. Moreover, marketing strategies and resource flexibility enable institutions to remain responsive in a dynamic environment and achieve sustainable goals. The study underscores how adult education can promote social inclusion, lifelong learning, and broader societal progress by mapping the interplay among curriculum design, pedagogical practice, faculty management, and institutional performance. These findings offer evidence-based insights for policymakers and institutional leaders seeking to enhance the developmental impact of adult education through strategic resource allocation and innovative practice.