This study presents the ideation and prototyping of a conceptual framework for effective adult professional competence development at individual, organizational, and system levels in Latvia using a design thinking approach. The framework was created within the State Research Program “Education” project (No. VPP-IZM-Izglītība-2023/4-0001), which aims to strengthen evidence based adult professional development and improve the transfer of learning outcomes into professional practice. The study addressed two central research questions: (1) which indicators are most relevant for evaluating the effectiveness of adult professional competence development in the Latvian context, and (2) which individual, organizational, and system-level processes are necessary to ensure high quality, impactful professional development. Through an iterative design thinking process, insights from earlier phases of the project were synthesized into an initial conceptual model. Prototype visualizations structured professional development into five interconnected dimensions - input, activities, output, outcome, and impact - across individual, organizational, and national levels. The model also integrates individual and contextual factors that influence professional development effectiveness. The findings demonstrate how design thinking can support the creation of usable, stakeholder validated tools for educational improvement. The framework contributes to greater coherence, measurability, and quality within Latvia’s adult professional development system.

Authors:
Gunta Siliņa Jasjukevica, University of Latvia, Latvia
Svetlana Surikova, University of Latvia, Latvia
Sanita Baranova, University of Latvia, Latvia
Dita Nīmante, University of Latvia, Latvia

About the Presenter(s)
Dr Gunta Siliņa-Jasjukeviča, Associate Professor at the University of Latvia, researches cultural literacy, adult profesional development, and schools as learning organizations.

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