ANDRAGOGY AND ACTIVE METHODOLOGIES IN THE TEACHING OF THE POLICE APPROACH: INSTRUCTOR MEDIATION AS THE CRITICAL LINK BETWEEN PEDAGOGICAL INNOVATION AND HUMAN RIGHTS

Abstract

This article sought to examine how national and international scholarship relates andragogy, active learning methodologies, and human rights, focusing on instructor mediation. Although there is extensive literature on police legitimacy, adult education, and human rights, few studies connect these fields in the teaching of police approaches. A qualitative, exploratory-descriptive structured narrative review was conducted using content analysis. The search identified 107 articles, 29 of which formed the review's core, supplemented by 18 theoretical and methodological sources. The findings indicated that andragogy and active methodologies foster critical, communicative, and ethical decision-making competencies, preparing officers for situations involving judgment and decision-making. These effects, however, depend on pedagogically qualified instructors capable of translating the ethical purpose of training into intentional mediation. The study concludes that police approaches committed to human rights require pedagogical change and investment in instructor preparation.