Purpose: The primary aim of this research was to design a conceptual framework for adult universities with a focus on Islamic Azad universities.
Method: The qualitative method of inductive theme analysis was employed in this research. Potential participants included higher education professionals, adult graduate students, and retirees studying at universities; 31 of them were selected as participants through targeted sampling. The selection criteria for participants were having the necessary experience in adult education (at least one article, one book, or at least one year of teaching in the field of adult education) or being among adult students or retired graduate students. The sampling selection criterion was theoretical saturation of the data. Validation of the research was conducted using four criteria: credibility, neutrality, reliability, and applicability.
Findings: The findings revealed that the conceptual framework of adult universities consists of three dimensions (key, content, and implementation) and 20 criteria (related to the mind, freedom of action and respect, self-awareness, group orientation, motivation, self-expression, skill development, communication, lifelong learning, flexibility, evaluation and mentorship, needs orientation, goal setting, policy making, platform creation, content development, implementation, and evaluation).
Conclusion: Attention to the dimensions and criteria uncovered in this research paves the way for establishing an adult university and ensures the necessary sensitivity in this field.
Extended Abstract
Introduction: Many people study because they want to learn a new job or profession, while others study to advance in their careers. Some find learning new things interesting and fun, with adults often falling into this category. Alongside current demographic trends, where life expectancy has increased and societies are aging, educational and research interest in adulthood and retirement has significantly risen. This trend has contributed to successful, productive, active, or flexible middle and old age, as individuals continually seek learning opportunities to enhance their quality of life. Consequently, people's lives improve through learning, and as society ages, the need for learning also rises. Adult education originated in the United States and subsequently spread to other developed countries, including European nations, China, and Japan. Today, due to declining population growth globally, particularly in developing countries, and the aging of populations in the coming years, planning for the implementation of adult universities poses a significant challenge for developing nations. Under the banner of adult university, provision for adults and retirees is considered, offering numerous benefits for elderly members of society. Universities serve as essential and effective tools for educating future generations. However, the crux lies in education's broad scope and its qualitative enhancement of the cultural, social, economic, and political levels of the present generation. Adult universities encompass a broad concept aimed at providing education to adults, encompassing all educational and learning activities in formal, informal, and incidental ways across various occupational, social, political, economic, cultural, and educational fields, including religious, industrial, and agricultural domains. The primary goal of this research was to design the conceptual framework of adult universities with a focus on Islamic Azad universities.
 
Methods: This research employed the qualitative method of inductive theme analysis. Potential participants included higher education professionals, adult graduate students, and retirees studying at university; 31 of whom were selected through targeted sampling. Participant selection criteria included having necessary experience in adult education (at least one article, one book, or a minimum of one year teaching in the field), or being an adult student or retired graduate student. The sampling criteria were based on theoretical data saturation. Semi-structured interviews served as the research tool, conducted between June and November 1401. Each interview lasted between 45 and 75 minutes, focusing on dimensions of adult universities. Initially, general questions were posed, such as "what qualifications should an adult university possess?" and "if you were to pursue further studies, what university characteristics would you find desirable?" Data analysis followed Atride-Sterling's method (2001), involving three stages: extracting basic themes, organizing themes, and overarching themes. Reliability (consistency) and applicability (transferability) were ensured. To validate the data and ensure accurate analysis of experts' views, findings were reviewed by three experts. Their feedback confirmed acceptability (reliability). Verification of the text involved providing extracted codes and classes to research colleagues and expert faculty members for examination. Additionally, the full text of all interviews with coding and initial classes were sent to the guidance professor, while the full text of two interviews with coding was sent to consultant professors. Their feedback was used to enhance the validity of the research throughout its stages. Transferability of findings was increased through data multiplication, simultaneous use of documents, maximum research, and oral data, involvement of diverse participant groups, and triangulation of environments through interviews conducted at various locations and times.
 
Findings : The findings revealed that the conceptual framework of adult universities comprises three dimensions (key, content, and implementation) and 20 criteria (pertaining to the mind, freedom of action and respect, self-awareness, group orientation, motivation, self-expression, skill development, communication, lifelong learning, flexibility, evaluation and mentorship, needs orientation, goal setting, policy making, platform creation, content creation, implementation, and evaluation).
Conclusion: Attention to the dimensions and criteria uncovered in this research paves the way for establishing an adult university and fosters necessary sensitivity in this field. Considering the rapid change in the country's demographic pyramid and the increasing share of adults within it, higher education should seize this opportunity. Therefore, it is suggested that decision-making bodies in higher education, particularly Azad University, prioritize this matter. Islamic specialized teams should be formed to conduct further studies and assess the feasibility of establishing a university or college for adults, facilitating the registration and attendance of adults in higher education institutions. Furthermore, future researchers are encouraged to design and validate the adult university model as part of the higher education system, aligning with the objectives pursued by the present researchers.