Dialogue In Adult Learning (DIAL)

Summary

The DIAL project adopted an innovative approach to promoting active citizenship and democracy by focusing on developing dialogue skills among adults, aiming to foster social inclusion and combat polarisation. Under the motto ‘Dialogue for All’, the project introduced dialogue practices in new settings, encouraging participation from underrepresented groups. It also strengthened the capacity of communities and organisations to facilitate meaningful dialogue and raised awareness of dialogue as a fundamental skill for adults. 

“I'm happy to report that the DIAL materials were extremely helpful and informative. The content is clearly presented, which makes it easy for us, the ambassadors of dialogue, to understand them. They are also useful for generating ideas on how to prepare exercises for training sessions."  - Slovenian dialogue ambassador

“What was the most important thing I learned at the dialogue workshop? Putting oneself in the other person's shoes.”  - Italian learner

Topic(s) addressed 

• Dialogue skills  

Target group(s)  

• Educators from various settings
• Learners, partly from vulnerable groups 

Methodologies used 

Building on both existing and our own newly developed methods of dialogue education, we designed a dialogue model rooted in andragogical principles and intended for everyday use. Together with partners across Europe, we identified 10 life situations where dialogue is often challenging, and created simple exercises for each, along with quick activities to improve dialogue skills. These tools are easily transferrable to formal education, workplaces, volunteering settings, and informal contexts such as public events and everyday interactions with neighbours. Our aim was to lower barriers to participation, enabling learners to participate on their own terms, learn from each other, and apply their skills broadly. To support this, we trained ‘dialogue ambassadors’ to guide participants in their local communities. 

Innovation environment 

Besides individual educators and learners, our approach was designed to encourage various communities and organisations within and beyond adult education to adopt a more dialogical approach to their work by bringing dialogue to their everyday activities and practising dialogue skills together.  

Partners continue to train dialogue ambassadors to spread the concept, and they have published and widely shared its dialogue model, training programme, and tips for bringing dialogue into a community more widely to support broader uptake. This has already resulted in practical changes such as within volunteering groups.  

Everyone is invited to use our methods, and they have already been offered to formal education providers, employers and other organisations. 

Teachers’ role 

We encourage everyone to become a dialogue ambassador. As one of our multiplier events concluded, those with strong dialogue skills have both a civic duty and a privilege to support others in developing them. This is a prerequisite not only for living together, but also for a healthy democracy.  

Educators can champion innovation, empathy, and democracy through the promotion of dialogue. In our project, professionals working with marginalised groups shared how being seen and heard in a safe environment is empowering.   

While it takes time and sensitivity to introduce dialogue skills at the learners’ pace, the process is deeply rewarding for any educator or facilitator.

Impact and output 

A follow-up survey showed that most ambassadors felt well prepared to apply what they had learned in real life setting and many had already launched new activities in their organisations. 

Approximately 30 % of the 276 workshop participants represented groups with fewer opportunities, such as refugees and migrants, people with disabilities, and former prisoners. The events were rated very favourably, with all participants eager to return. Key skills gained were listening and empathy. 

Our materials have been shared widely with educators, CSOs, and cultural institutions.  Though not expected, the project also attracted policy interest from ministries in three countries. 

Learn more about the project

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