Adult Education Research Articles

A Short Paper about Fundamental Pedagogical Concepts of Constructivism Theory in Relation to TPACK Framework

The influence of constructivism as a pedagogical theory is mainly concentrated on adult education. Its main concepts stem from significant conclusions coming from other theories related to pedagogical and philosophical school practice. The key point is that knowledge is the desired learning outcome that can be accomplished through active learning participation which is closely related to construct. Also, some basic ideas of constructivism rely on idea-based interactions and ideas produced by learners. Certain aspects of the above-mentioned theory in learning and teaching seem to be very helpful for learners to develop their ideas and achieve learning outcomes. The basic aim of this paper is to examine the influence of Constructivism on adult education by utilising Technological Pedagogical Content Knowledge Framework’s (TPACK) dimensions in learning and teaching everyday practice. A mixed method analysis was conducted which contains a theoretical analysis, and experimentation through a quiz game. Our experimental approach through the quiz game was to study Newtonian physics and specifically the Law of Gravitation and the 2nd Law of Motion, finding that the mass terms cancel, and ending up making a prediction that all objects fall at the same rate. The experiment would then involve verifying the prediction and explaining any deviations from the prediction in terms of the intuitive idea of air resistance. The findings showed that students after answering the quizzes of the quiz game, were able to discuss their results using logical argument as opposed to when they did the experiment before the theory and their discussion was little more than guesswork. Thus, we could see how students performed on each question and use that information to figure out what needs to be readdressed or retaught.

Utilization of theories in talent development: mapping the field of HRD

Purpose The process of talent development (TD) is one of the current trends in HRM and human resource development (HRD). Although scientific literature addressing the topic emphasizes that through development of talents, organizations can increase their productivity, performance and competitiveness, little is known so far concerning the development of this research field as a whole and particularly concerning theories prevailing in the area. While research into the field has been ongoing for two decades, the area has not yet been systematized based on key theories used as starting points for the research. The purpose of this paper is to focus on which theories in HRD are used in TD. Design/methodology/approach Concerning the topicality of TD, the present article provides a systematic review of literature summarizing current theories in TD based on the currently used typology of theories in HRD, adding the fourth pillar to the existing three, i.e. theories concerning adult learning and education, to increase the stability of the typology. Findings The paper argues that the area of TD prevalently uses sociological, psychological and ethical theories, which may be attributed to trends in HRD. The insufficient representation of theories of learning in TD, particularly in view of the fact that adult learning and development is the essence of TD, is an important finding. This finding is particularly important for science concerning adult learning and education. Originality/value The benefit of the presented analysis lies in a systematization of the individual theories and a comprehensive overview of the current theoretical framework of TD, as well as suggestions for future research making use of adult learning and education theories.

FEATURES AND POTENTIALS OF NON-FORMAL ADULT EDUCATION IN UKRAINIAN EDUCATIONAL ENVIRONMENT

The aim of the article ii to define features and potentials of non-formal adult education in Ukrainian educational environment that is focused on adult learners` development and motivation; effective change management; the challenge of real life adult learners can face; ability to prove adult learners can use knowledge to introduce themselves professionally and communicate effectively in everyday situations and work. General scientific methods such as analysis, synthesis and generalization of the scientific information on different theoretical approaches to the problem of non-formal adult education have been used. One of the most important tasks at the present stage of modernizing non-formal adult education in national teaching and learning process is to ensure teaching quality according to both national and international requirements as well as support adult learners in delivering successful learning preparing them for future challenges. This issue is partly a reaction to the rapid changes in technologies adult learners can see around and experience on a daily basis. Information technologies, effective tools and timely forehanded receiving of information are becoming essential and crucial factors in the teaching lifelong education process. There is a need to bring into focus the non-formal adult education process to improve the design and structure of adult learning opportunities. In this article, we address concepts and approaches, which are equipped with appropriate innovative-based effective tools in accordance with the latest requirements identifying key issues that emerge in non-formal adult education, introducing them as substantial elements of teachers’ professional competence and their effective use in lifelong education process. Particular attention is paid to the teacher`s role and significance in nonformal adult education making such a process more meaningful for adult learners.

Teaching strategies and materials in foreign language teaching in Finland

The purpose of this study was to investigate what teaching strategies and teaching materials are used in foreign language teaching in Finland. The data were collected with an online questionnaire that was answered by 550 language teachers from primary school to adult education. Descriptive statistics and two-way ANOVA were used to analyse the dataset. The results showed that printed textbooks, mechanical exercises, communicative tasks, and comprehension exercises were widely used in foreign language teaching, while fiction, non-fiction, and national and international collaboration were rarely implemented into teaching. Major differences in the use of teaching strategies and materials were detected across educational levels. The results imply that training for teachers and student teachers is required, and greater attention should be given to diversifying foreign language teaching materials. Providing ready-made materials for teachers and considering the effect of the matriculation examination on teaching strategies and materials are also essential implications of this study.

Integrating Artificial Intelligence (AI) Into Adult Education

This conceptual article provides a comprehensive overview of the current status of Artificial Intelligence (AI) integration and its influence on adult education. It discusses generative AI technologies and their potential applications in adult education settings, examines the opportunities and ethical challenges associated with integrating AI, and provides insights into emerging trends. The article consists of five sections. The introduction provides a rationale as to why AI should be integrated into adult education. Second, it describes evolving AI technologies such as Large Language Models (LLM) for personalized learning, Machine Learning Algorithms for adaptive learning systems, Virtual Reality (VR) and Augmented Reality (AR) for immersive learning experiences, Chatbots and virtual assistants for learner support and guidance, and Data Learning Analytics (DLA) for tracking learner progress and performance into adult education. Section three explores the ethical implications of AI in adult education, including academic honesty and integrity, data privacy, and algorithmic bias. In section four, emerging trends and future directions are discussed. The final section considers policy implications and makes recommendations for adult educators working to develop AI-enriched adult education.

Adult learning and education in the Mediterranean – a view from southern Europe

Adult learning and education in the Mediterranean – a view from southern Europe

‘I'm a resourceful person and I ask questions everywhere I go:’ adult job seekers’ adaptive literacy practices in the platformized workforce development system

ABSTRACT This article focuses on the experiences of adult job seekers in a community technology center, primarily exploring three cases. In adult education, the term digital literacy has been used to refer to technical skills, reflecting a hierarchical framing of learning that positions technologies as neutral tools. Drawing from a sociomaterial perspective, I explore the broader range of adaptive literacy practices emerging for adult job seekers as they moved across entangled platforms and workforce agencies during a six-month ethnographic case study. Findings explore three aspects of the adults’ practices across the platforms: maneuvering resumes across platforms as boundary objects; collaboratively navigating platforms’ rules; and drawing from formal and informal knowledge.

Bounded advantages of higher education regarding young adults’ participation in nonformal education

The article uses insights from the capability approach as a theoretical framework. It investigates the potential of higher education to provide fertile advantages regarding young adults’ participation in nonformal education and whether this potential is bounded by people’s individual characteristics and the wider social context in which they live. Applying descriptive statistics and multilevel modelling, we conducted a secondary data analysis of the Adult Education Survey for 29 European countries. The findings go beyond previous research by clearly demonstrating that the fertile advantages of higher education regarding participation in adult nonformal education are not absolute and straightforward. They are bounded not only by certain important individual characteristics (such as individuals’ social background and household income) but are also context-dependent. More concretely, they differ among countries and depend on various country-level factors, such as level of innovation and economic growth.

A Multi-Source Stream Analysis Model for Adult Education Sustainability Study

Adult education is instruction intended for students who are elder and have recently gone into employment. People have the opportunity to increase their expertise and develop new abilities by learning as adult students. Investigation into adult education has been ongoing for a while, and there have been efforts made all around the globe to increase its application. The study's objectives were to investigate the features of the courses provided by education centers (EC), determine if they promote equality, and determine any organizational obstacles to adult education that were connected to these courses. Through the training courses they provide, ECs attempt to satisfy the educational requirements of people and industries in a variety of subjects. As a result, this research suggested a Multi-Source Stream Analysis (MSSA) Model for Adult Education Sustainability Study. The adult education sessions were the source of the information for this investigation. The adult education provided by ECs was evaluated by several criteria, including technical knowledge, communication skill, art and music, customs management, and self confidence. The research demonstrates that adult education enhances educational achievement and other professional abilities and makes adults more capable of realizing their full capability.

HYGIENE EDUCATION OF CHILDREN AND ADULTS IN GALICIA (END OF THE 19th – 30s OF THE 20th CENTURY) IN THE CONTEXT OF THE PRESENT

The article analyzes the leading trends in hygiene education for children and adults in Galicia from the end of the 19th to the 1930s. It identifies the potential use of this historical experience in contemporary conditions in Ukraine. Emphasizing that the driving force behind hygiene education during the studied period included medical and social activists, educators, students, conscious peasants, women's movement activists, united in the Ukrainian Hygienic Society, «Narodna Lichnytsia» («People's Hospital»), Ukrainian Medical Society, «MedychnaHromada» («Medical Community»), «Vidrodzhennia» («Revival»), Ukrainian Pedagogical Society «Ridna Shkola» («Native School»), «Prosvita», «Akademichna Hromada» («Academic Community»), Petro Mohyla Society, «Silskyi Hospodar» («Farmer»), «Soiuzukrainok» (Union of Ukrainian Women), and other Ukrainian civic institutions. They directed their efforts towards combating infectious diseases, developing advisory activities, preventing the spread of infections, providing hygiene education for Ukrainians, maternal medical care, fighting infectious diseases such as tuberculosis, and more. The conclusion is drawn that effective forms, original mechanisms, and means of mass hygiene education for children and adults were created during the researched period, significantly influencing public health. Similar initiatives were undertaken by Polish civic societies (sometimes Polish and Ukrainian societies collaborated in the fight against tuberculosis). In the context of the spread of the COVID-19 coronavirus and wartime conditions, the analysis of this pedagogical retro-experience is projected onto the development of a scientific concept of hygiene education. This involves substantiating theoretical approaches to studying this issue, creating a comprehensive state program aimed at preventing infectious diseases, restoring the gene pool of Ukrainians, formulating clear recommendations for adhering to hygiene norms and conditions, conducting educational preventive measures in educational institutions for children and parents, among the adult population, and providing information on the prevention and characteristics of the spread of infectious diseases in wartime conditions, and more. 

Solidarity and Dilemmas: Tranby, Indenture and the Nuclear-Free and Independent Pacific Campaigns, 1980s

The 1983 call by the Nuclear Free and Independent Pacific (NFIP) campaign to end imperialism built strong alliances between disempowered Indigenous peoples and descendants of the unfree, indentured labourers who had been moved between colonies. The colonies and new nations of the Pacific, including Australia, had been left with populations that included both Indigenous and non-Indigenous (formerly indentured) people, all damaged in different ways by colonialism. There were unresolved tensions between these two groups, particularly in Fiji where the NFIP campaign was established. This paper traces responses in Tranby, an organisation that demonstrated the dilemmas of these tensions for Australian Indigenous people. Tranby, the Aboriginal-led Adult Education Co-operative, took a strong anti-colonial position in the 1980s, advocating land rights as well as endorsing the NFIP campaign. Yet Tranby’s support wavered over the tensions between Indigenous people and those displaced by colonialism through indenture. Tranby’s history demonstrates how its links had continued with colonised peoples damaged in both ways across the Indian and Pacific Oceans, suggesting why it reshaped its support for the NFIP campaign after the 1987 Fiji coups.

Assessment of Funding Approach to Adult Learning and Education in Rural Communities

The challenges of Nigeria as a nation require holistic approach and appropriate education to tackle for socio-economic development and peaceful co-existence of Nigerians. Adult learning and education (ALE) being a discipline with huge potentials for adults, is capable of tackling the problems. However, it needed to be scaled up through new initiatives and approaches. This study therefore, assessed the funding approach to ALE programmes in Ekiti State, Nigeria; with a view to understand how ALE programmes have been funded and implemented in Nigeria in recent times. Review of concepts and terms were carried out. Qualitative research method was used to obtain data. It was discovered that Ekiti state Government adopted specific need and service-oriented approach to funding and implementation of adult learning and education programmes in the State. The approach yielded positive results with 67 adult literacy centres established and 5,029 adult learners enrolled between 2019 and 2022. A total of 45 individuals and 12 faith based organisations sponsored ALE programmes. It is therefore recommended that government at all levels should adopt need and service-oriented approach to funding and implementation of ALE programmes with a view to make ALE relevant in providing solution to the Nigeria’s socio-economic, political, environmental and security challenges.

The Influence of Education on Women and Food Security

The study analysed the influence of education on women and food security in South Africa. The methodological approach was a qualitative analysis using focus group discussions and an in-depth desktop review of relevant literature on the education system. The focus group discussions were about rural women's farming initiatives, looking at the influence of education on productivity. According to the study, educational level and farm productivity are directly correlated. The women in the focus group discussions mentioned that education and training were critical for food production and household food security. In addition, education is essential for women to imagine and implement strategies and opportunities to gain employment and move up the commodity value chain. Furthermore, a specialised curriculum in technical subjects at primary and secondary levels targeting girls was essential for establishing a strong foundation for them. Adult education, especially in primary education courses targeting women, improves women's agriculture participation. Since women are the custodians of smallholder agriculture, gender transformative approaches such as tailor-made financial and leadership support are also critical for the socio-economic development of agriculture in South Africa.

Association between perceived value of adopting new behaviors and incident disability among Japanese community-dwelling older adults

ObjectivesThis longitudinal observational cohort study aimed to clarify the relationship between perceived value (PV) to adopt new behaviors and incident disability in community-dwelling older adults. MethodParticipants were 5073 community-dwelling older adults aged ≥65 years in Japan (Mage = 74.0 ± 5.6 years; female = 55.1%). The mean follow-up time was 34.5 months. Baseline data were collected during health checkups in a prospective cohort study. Measurements included engagement in physical activity (PA), cognitive activity (CA), and social activity (SA), PV, health and physical conditions, and demographic characteristics. PV was assessed by asking whether participants thought it was valuable to adopt new behaviors related to PA, CA, and SA. Participants were classified as having higher/lower PV, PA, CA, and SA. Cox proportional hazard models were used to analyze the association between PV and incident disability. PV was examined both as an independent variable and in combination as follows: higher PV and higher PA/CA/SA (high/high); lower PV and higher PA/CA/SA (low/high); higher PV and lower PA/CA/SA (high/low); and lower PV and lower PA/CA/SA (low/low). ResultsHigher PV was significantly associated with a lower hazard ratio (HR) for incident disability. The low/high, high/low, and low/low significantly increased the HR compared to high/high in the analyses of PV & PA and CA. The analysis of PV & SA showed that only low/low increased the HR compared to high/high. ConclusionHaving both higher PV and higher activity engagement may contribute to preventing disability development. Both support for activities and value education in older adults may be needed.

Multidimensional poverty of ethnic minority households: A case study in A Luoi district, Thua Thien Hue province

“Poverty” is widely known as a multifaceted concept and could be evaluated using multidimensional measurements. In Vietnam, there is still too little research conducted at the micro level in villages, communes, and households. This study explored multidimensional poverty in ethnic minority communities in the Central region of Vietnam. Based on the result of the survey of 221 ethnic minority farmers in A Luoi district, Thua Thien Hue province, this study applied the Alkire-Foster method to measure the multidimensional poverty of farmers through 11 indicators of 6 aspects of poverty, including income, education, health care, housing, living standard, and information access. The results showed that about 39.82% of households are in multidimensional poverty. The degree of deprivation in the 6 poverty dimensions was not consistent, with a large proportion of shortages related to income (72.64%), housing area (6.04%), and adult education (6%). Using the Binary Logistic Regression model showed that 8 factors affect the multidimensional poverty of ethnic minority households, including family size, farm size, number of livestock, irrigation, diverse farm income sources, diverse non-farm income sources, distance to central markets, and number of adverse external influences. Critical recommendations from the study to reduce multidimensional poverty of ethnic minority households include: diversifying livelihood activities for households, both non-farm and on-farm, with a greater focus on livestock; maintaining and developing good agricultural production land, including investment in irrigation and mechanisation of production; strengthening support for farmers to access the market...

Developing an online improv comedy course: an action research study

ABSTRACT I explored the development of a 4-week online introduction to improv course, to verify the fit of the games and exercises used in this short course. I employed practitioner action research to develop an understanding of autistic learning needs. A socio-constructivist framework was used in the teaching, and focus groups were conducted after each class to obtain data. I recruited a total of 17 autistic participants for the Zoom-based improv classes, with groups of three to five autistic adults per course. Five courses were completed, and focus groups were run after each class to discuss the trialled improv training. The data collected identified improvements that participants felt would better support their learning. I found that autistic adults were comfortable learning with other autistic learners, and the gradual, informative teaching approach addressed their needs. An autistic teaching assistant was also found to be necessary. However, there were both desired and unwanted content, as well as contradictions about using online versus offline mode of study, and the necessary group size. The findings suggest that these considerations should be taken into account for adult education programmes aimed at autistic learners.

Re-Conceptualising Literacy among Adult Learners in a Post-Pandemic World

This article explores the far-reaching impact of the COVID-19 pandemic on the field of adult education, with a particular emphasis on the importance of health literacy in adult literacy programs. Research shows that the pandemic has prompted educators to re-examine the concept of adult literacy, recognizing that traditional, narrow understandings of adult literacy may limit the effectiveness of adult learning interventions. The article also pointed out that regions such as Australia have the problem of low adult literacy rates. Although measures have been taken to improve literacy rates, many adults still lack basic literacy skills. Additionally, the pandemic has highlighted the importance of digital skills and health literacy, signaling how adult learning will continue to evolve in the future. The authors plan to use the acquired knowledge and skills to engage in curriculum redesign to ensure the reach and impact of adult literacy programs.

Strengthening digital transformation in adult education organisations


 
 
 Social inclusion is an important aspect of any society as it helps to create a sense of belonging and togetherness. It allows individuals to form meaningful relationships with others, while enabling them to make a meaningful contribution to their local communities. Social inclusion has many benefits that can help improve the well-being of both the included and the excluded. One of the benefits of social inclusion is increased access to resources such as education, healthcare, employment opportunities, and other basic needs that may be difficult or impossible for some people to access without community or peer support.
 By providing these resources through community programmes like mentoring initiatives or job training, individuals are more likely to succeed than if they were left on their own without the help of others. Additionally, this support often leads to improved mental health outcomes due to increased self-esteem. Another benefit associated with social inclusion is the reduction of stigma around certain problems, such as poverty or homelessness, by promoting understanding between different social groups. When members of marginalised groups are able to participate fully in mainstream activities, they feel accepted despite their differences from the majority of society, leading to greater empathy on both sides.
 This article presents experiences from the project Empower adult educators to support digital social inclusion 2022-1-PL01-KA220-ADU-000088404 [DigIN Project], which aims to improve the capacity of educators and adult education organisations to support them in becoming active users of technology.
 
 

Epistemic Reciprocity Through a Decolonial Crip Literacy in Accommodated Language Education for Adults

Abstract This linguistic ethnography was conducted in accommodated language education in Sweden, aimed at adult learners with deafness, hearing impairment, post-traumatic stress disorder, migration stress, or intellectual disability, here, focusing on the latter group, who attended Swedish language learning courses. We empirically investigate a decolonial crip literacy, by connecting language education to epistemic reciprocity. The decolonial lens is understood with regard to the marginalized and dis-abled body, under-represented in Applied Linguistics. More specifically, we focus on teacher positionality and ethical stance-taking among three of the teachers, to contribute an in-depth and situated account of a decolonial crip literacy, as counteracts of ableism and linguicism, and an orientation toward epistemic justice. Based on our linguistic ethnographic data, we suggest that the decolonial crip literacy project engages with disability-as-difference, positioning the dis-abled body as knower, via epistemic reciprocity, which is communicated through a multiplicity of communicative resources, materialities, and creativity. The paper contributes both to the theorizing of injustice in language education and to alternatives in pedagogical practice.

Developing digital proficiencies of English learners in adult education

All around the globe, the development of digital skills is considered a priority because individuals are increasingly asked to interact with digital information. Digital literacy is required to communicate effectively and accomplish social and work-related tasks. Although there is a significant body of literature on the development of digital proficiencies in educational settings from elementary school to university, there is limited research with adults who are continuing their education later in life, usually outside of formal educational systems. The purpose of this paper is to report results from a study conducted with English learners in an adult education program in the U.S. The study evaluated the digital component of a new curriculum named CILIA-T (Content-Integrated Language Instruction for Adults with Technology Support), CILIA-T is a 16-module curriculum supporting adult learners to build their English skills, US History and Civics knowledge and digital proficiencies. In this study, researchers partnered with teachers to introduce part of the digital literacy content of the curriculum. There was a test given before and after the teaching. To determine the effectiveness of the digital literacy curriculum, the scores on the pre and post-tests and the duration to complete the pre and post-tests were analyzed. There were also learner and teacher surveys to evaluate the usability and utility of the curriculum. Main findings indicated that explicit instruction in digital literacy skills led to significant improvement across all participants. Teachers and learners found the digital literacy curriculum to be helpful and relevant.