In this article, we present findings on the characteristics of community of practice appearing in sustainable education in reference to preserving natural and cultural heritage. Our research originated in the poststructuralist theory of practice and in concepts of social learning. Freire’s learning theory was the basis for establishing the thesis that critical awareness is necessary for sustainable innovation. The empirical section of our research is based on an ethnographical collection of data in three different environments. We analysed cases of connected learning and activities, based both in local community and participants’ needs. All three cases join learning with innovative practices that develop social and environmental well-being. Our results reveal that innovative practices develop in connection with transformative learning: the dialogical linking of scientific and local behaviour and the identity of participants.

Inovacije, ki vključujejo človeka kot telesno in duhovno bitje ter izhajajo iz prepleta zavestnega in nezavednega, so nujne, če želimo razvijati trajnostno in pravično  kulturo kot protiutež divjemu potrošništvu. Temu sledi tudi učenje. Od mehanicističnih pristopov prenosa informacij se premikamo v smer iskanja dialoga pri upravljanju informacij v prostoru in času. Od izobraževanja kot prenosa znanja se gibljemo v smeri ustvarjanja znanja in pomenov ter kritične refleksije. Pregled sodobnih odnosov v tako imenovanem razvitem svetu kaže, da o življenju prepogosto razmišljamo skozi prizmo monokulture finančnih trgov, ki med ljudmi ustvarja take odnose kot med potrošniki in trgovci. Monokultura je postala tako močna, da tudi o učenju razmišljamo kot o dejavnosti prodaje in nakupa ter nadvlade posameznih skupin (ki lahko prodajajo znanje) nad drugimi skupinami

Zanimanje za učenje v vsakdanjem življenju ali učenje in situ se je stopnjevalo v zadnjih 20 letih in postaja pomembno področje andragoških raziskav. To implicira uporabo novih raziskovalnih metod. V članku je predstavljen pomen biografskih narativnih pristopov v raziskavah učenja in situ odraslih. Z analizo pripovedi življenjske zgodbe pokažemo uporabnost in heterogenost narativnih pristopov ter pomen poslušanja pri zbiranju gradiva. Poudarjena sta senzibilnost do pripovedovalca in predajanje moči pripovedovalčevemu glasu kot sporočilu (opolnomočenje). Narativna metoda omogoča preiskovanje izkušenj in refleksivno ustvarjanje pomenov in je le navidezno hitra in lahkotna. V sklepnem delu predstavimo nekatere paradokse narativne metode.

Učeča se organizacija je eden izmed posledic globalizacije. Znanje, učenje in izobraževanje so tesno prepleteni z globalnim kapitalizmom. Izobraževanje ima funkcijo služabnika, ki omogoča podjetjem bolj uspešno funkcioniranje. V učenju vse bolj vidimo vložek v človeški in družbeni kapital. Rezultat sta možnost zaposlovanja in prispevek h gospodarstvu. Toda učenje je tudi človeški proces, katerega rezultat ni samo razvoj ljudi kot kapitala, ampak kot človeških bitij.

The theoretical framework of the study is represented by two concepts: intergenerational learning and professional development. Quantitative research conducted in 2021 on a sample of 108 preschool teachers of preschool institutions in the Banja Luka region (Bosnia and Herzegovina, Republic of Srpska) aimed to examine the perspective of preschool taechers on the factors of intergenerational learning important for their own professional development. Using factor analysis (Principal component analysis, PCA), three factors of intergenerational learning were singled out from the perspective of preschool teachers, and they are: professional cooperation and personal growth; inclusion of the elderly in educational work and humanities education; prejudices and stereotypes. The findings indicate that preschool teachers strongly recognize intergenerational learning in the context of personal growth, work and career, but also notice the humane and inclusive nature of intergenerational cooperation, while not prone to intergenerational stereotypes and prejudices against colleagues from other generations, and that encouraging professional cooperation, and the promotion and support of the inclusion of the elderly can contribute to the reduction of intergenerational conflicts and prejudices.