Andragogy and Remote Executive Education: A Case Study on Live Learning for Entrepreneurs in Brazil

Abstract

This paper examines the design, delivery, and participant perceptions of the G4 Journey program, a remote executive education initiative in Brazil that integrates andragogical principles, generative artificial intelligence (AI), and Visible Thinking routines. While remote learning has become increasingly prevalent, existing research often overlooks tailored approaches that address the immediate, practical learning needs of entrepreneurial leaders in dynamic environments. Using qualitative feedback gathered from six participant cohorts through post-session surveys, this study explores how mentor-led, technology-enhanced learning experiences can deliver actionable, context-specific knowledge. The analysis reveals the value of combining structured content, interactive dialogue, and AI-driven personalization to promote learner autonomy, critical reflection, and practical application. Findings demonstrate how integrating problem-based learning, expert mentoring, and technology-supported diagnostics can support adult learning principles such as relevance, authenticity, and social learning. The study contributes to the literature on remote corporate education by offering an applied case of learner-centred, technology-enhanced design, while also identifying implications for instructional design, limitations related to qualitative scope and context specificity, and directions for future research in developing scalable, adaptive learning solutions.