Acceptance and commitment therapy versus progressive relaxation training for misophonia: A randomized controlled trial.

This study aims to analyze major trends in Korean research on older adult education published between 2015 and 2024 and to propose a future-oriented research framework. As research in this field has rapidly expanded across disciplinary boundaries, traditional narrative reviews have become limited in capturing its overall patterns. To address this issue, this study employed text mining techniques, which allow for the objective identification of structural patterns within a large corpus and the quantitative examination of thematic changes over time. An analysis of 240 paper abstracts and keywords using keyword frequency analysis, N-gram analysis, and LDA topic modeling revealed that research on education for older adults has primarily revolved around lifelong learning, digital literacy, and cultural and artistic activities. In particular, digital competencies and cultural and arts programs emerged as the core domains of education for older adults. Health promotion and death awareness appeared as relatively independent topics. These results suggest that older adult education is shifting from adaptation-oriented and institution-based stages (1.0 and 2.0) toward a 3.0 era that emphasizes quality of life and existential reflection. This study highlights the need for future research and practice to expand toward digital-cultural arts convergence and deeper exploration of life meaning in older adulthood.

The study seeks to redefine the purposes of Adult Education Policies (AEP) at the EU level, moving beyond traditional views focused on qualifications and economic adaptation, and instead advocating for a socio-ethical-political framework. This framework incorporates critical, creative, and existential dimensions. Drawing on Biesta's critique of the democratic deficit in lifelong learning, the study calls for re-evaluating AEP through three educational domains: qualification, socialisation, and subjectification. The analysis centres on the "Council Resolution on a new European Agenda for Adult Learning 2021-2030" (NEAAL 2030), using content analysis and a semiological approach, with MAXQDA for analysing predefined categories from the theoretical framework. The investigation reveals that crucial concepts such as "education", "learning", "training", and "skills" are reduced in meaning, aligning with Barthes's critique of mythologies. This reduction perpetuates a normalised discourse in AEP, resulting in a democratic deficit and a limited teleological approach. Despite its purported neutrality, NEAAL 2030 endorses a reductionist regime that overlooks pluralistic perspectives and fails to foster relationality within the EU's adult education. The research challenges this normalisation and reductionism, advocating for a comprehensive and democratic framework that empowers individuals and recognises diverse perspectives in EU adult education policies.

The need for empathy is evident in Australia, which is just one country experiencing continued migration. Within ethnic groups, there is a diversity of languages and help-seeking behaviour. The reason for using cultural empathy is that empathy is a social construction that requires a shared responsibility, stemming from social and historical forces that affect immigrant women across Australia. This article examines the psychological and bilingual counselling literature published between 2001 and 2025, focusing on articles on empathy, culture, and training. It examines psychological counselling and social work theories to identify the need for counselling to be delivered to pluralistic populations. This article highlights the importance of ethical cultural empathy in adult education, particularly in breastfeeding peer support. The small group sessions focus on the experiences of breastfeeding. Insights gained through empathy can foster understanding, enhance professional growth, and provide therapeutic benefits, ultimately contributing to a more inclusive community. Research findings indicate that there are various styles of empathy. Without empathy, clients may establish rapport and trust, but they are less likely to accept advice that encourages them to explore their issues more deeply. Suitable options aligned with individual needs include intrinsic motivations, which are especially relevant to the client's desire for action and advice, as well as achieving emotional stability in others. Conclusion: According to the literature, contemporary pluralism in Australia suggests that immigrants can be a resource, as they possess cognitive skills and language competencies. Breast milk has been extensively studied and is known to possess immunological protective properties.

This study examines variations in age-related changes in Korean adults’ skills, focusing on the role of ICT skill use. We estimated age-skill profiles from individual changes in literacy and numeracy skills using PIAAC data(1st & 2nd). Our analysis compare average age-related decline observed across OECD average is considerably steeper in Korea, where adults face higher risks in participation in adult education and experience an earlier onset of skill decline. Graphical analyses furthur show that the first-cycle curves consistently lie above those of the second cycle, indicating that the rate of decline in literacy and numeracy skills has accelerated in the more recent cycle. Regression models were estimated to find out ICT skill use can diminish spped of skill decline with aging. In Korea, among high ICT-use groups remains steeper slope than the OECD average. These findings suggest that lower initial skill levels, characteristics of the work environment, and limited opportunities for adult learning may jointly account for Korea’s sharper decline. The study highlights the need to strengthen lifelong learning systems and provide targeted support to help maintain basic skills and ICT competencies, particularly among middle-aged and older adults.

This study aims to explore the practice of learning to read Arabic texts in the book Iḥyā Ulum ad-Dīn, which then identifies the social role patterns formed within it, and analyzes the principles of andragogy in adult education as reflected through the Anjangsana forum. This study uses an ethnographic approach following a 12-stage developmental research. Data were collected through participant observation during 24 meetings, in-depth interviews with 20 informants, and documentation in the form of recordings, texts from various print media, and digital communication archives. The results indicate that the practice of learning to read Arabic texts during the visit of Iḥyā’ ‘Ulūm ad-Dīn took place through collective sorogan reading by middle-aged and elderly congregants, interpretation of nahwu-ṣarfiyah with typical Islamic symbols, provision of murod in local languages, interactive discussions, and verification of textual variations across printed editions. Learning through the Anjangsana forum exhibits transformative characteristics that can be understood as a form of community of practice. This study offers an alternative, participatory, inclusive, and reflective learning process rooted in local tradition, combining linguistic, spiritual, and socio-religious dimensions.

Introduction: Several studies have been conducted in the field of education for older adults, with an emphasis on teaching and learning processes related to the use of digital technologies. Among the relevant aspects to be considered in this context is the cognitive vulnerability of this age group in terms of digital security. Objective: The aim of this study was to analyze the relationship between cognitive aspects of older adults and their ability to identify digital risks, before and after participating in an educational intervention, as well as the effect of the intervention on cognition in this age group. Methodology: Analyses were conducted according to the educational intervention and control groups, further stratified by digital risk (SJT) and dementia risk, according to the ACE-R test. The Mann–Whitney test was used to identify possible differences in the likelihood of falling for digital scams, considering the dimensions generated by the simulations (SJT). Results: Overall, the educational intervention was effective for the media education dimension (delta −0.5), regardless of dementia risk. More specifically, a particular effect was observed in the post-intervention stage. Conclusions: The educational intervention was able to promote cognitive gains and reduce digital risks among older adults, particularly in the identification of misinformation, underscoring the importance of continuous and adapted programs to promote digital security in this population.

This study aimed to examine the predictive relationships among grit, social support, and job search self-efficacy in relation to job and entrepreneurship preparation behavior among adult learners enrolled in degree programs at junior colleges. A survey was administered to 191 adult learners attending a junior college located in Incheon, Korea. The collected data were analyzed using SPSS through correlation analysis, multiple regression analysis, and mediation effect testing procedures. The results revealed that, first, social support and job search self-efficacy had significant effects on job and entrepreneurship preparation behavior, whereas grit did not show a direct effect. Second, job search self-efficacy fully mediated the relationship between grit and job and entrepreneurship preparation behavior. Third, a partial mediation effect of job search self-efficacy was identified in the relationship between social support and job and entrepreneurship preparation behavior. These findings suggest that promoting job and entrepreneurship preparation behavior among adult learners requires not only individual psychological characteristics such as grit but also institutional support that strengthens social support networks and enhances job search self-efficacy. Junior colleges, in particular, should reinforce practice-oriented employment and entrepreneurship support programs that enhance job search self-efficacy, alongside social support initiatives such as mentoring, peer learning communities, and career coaching. In addition, support for developing digital literacy and systematic digital competency training, including online job search simulations, is necessary. While this study contributes foundational evidence for building an adult learner-friendly lifelong vocational education system, it is limited by its reliance on a single-institution sample and a cross-sectional research design, which restrict the generalizability of the findings and the ability to establish causal relationships. Future research should expand the sample size and employ longitudinal and mixed-methods approaches.

This research sought to implement a didactic experience targeted at adult compulsory secondary education. The proposal was situated within Social Sphere subject and specifically addressed the Sustainable Development Goal (SDG) 16: Peace, Justice, and Strong Institutions. An active methodology was employed, in which students carried out individual tasks. These individual contributions were subsequently integrated into a shared digital wall (Padlet), thereby generating a collective construction of knowledge based on collaborative learning through different activities designed to explore the concept of peace. The results demonstrated that this dynamic significantly enhanced the comprehension of content related to SDG 16 and fostered the development of crucial socio-emotional competencies, such as empathy, dialogue, and respect for diverse viewpoints. In conclusion, the didactic experience had a positive impact on the integral development of the students. effectively contributing to the construction of a culture of peace within adult education and actively promoting the tenets of sustainable global citizenship.

The integration of Information and Communication Technology (ICT) in adult education is widely recognized as a critical driver of inclusive learning, instructional effectiveness, and lifelong skills development. Despite supportive national policies in Tanzania, evidence suggests that the translation of these policy intentions into practice within adult education centers remains uneven. This study examined the availability of ICT tools and the nature of instructor support services in adult education centers in the Coastal Region of Tanzania, with the aim of understanding how policy commitments are reflected at the implementation level. A mixed-methods approach within a cross-sectional research design was employed. Quantitative data were collected through structured questionnaires administered to 40 adult learners and 16 instructors, while qualitative data were obtained through semi-structured interviews with 4 adult education center coordinators and direct observations using checklists. Descriptive statistical analysis was conducted using IBM SPSS, while qualitative data were analyzed thematically. The findings indicate that while basic infrastructure such as electricity and limited internet connectivity is generally available, critical ICT tools including computers, projectors, and printing equipment are insufficient and unevenly distributed across centers. Both instructors and learners demonstrated positive perceptions of the usefulness of ICT in teaching and learning; however, actual integration of ICT into instructional practices was irregular. Instructor support services, particularly training, mentoring, and technical assistance, were found to be inconsistent and largely inadequate. These gaps contribute to a disconnect between ICT policy aspirations and classroom realities. The study underscores the need for targeted investment in ICT infrastructure, sustained professional development for instructors, and strengthened institutional support mechanisms to enhance effective ICT integration in adult education settings

ABSTRACT Against the backdrop of population aging in China, the educational work targeted at older adult offenders in prisons is confronted with a series of challenges. Traditional theories such as penology and criminology have become insufficient to effectively address issues arising from older adult offender education, including the lack of targeting and poor educational outcomes. In the field of older adult offender education within prisons, the concept of Outcomes-Based Education (OBE) should be adopted, with the reintegration of older adult offenders into society as the ultimate goal. This concept should be supported by three assessable outcome objectives: ‘internalization of mainstream values,’ ‘consciousness of law-abiding behavior,’ and ‘ability for independent living and social adaptation.’ Meanwhile, it is necessary to clarify that the in-prison education for older adult offenders should revolve around six core educational dimensions, namely cultural education, ideological education, psychological education, medical education, legal education, and vocational education. By implementing measures such as hierarchical ‘module-combined’ education, customized characteristic courses, smart education, and integration of social educational resources, the educational reform work for older adult offenders can be optimized. These efforts are intended to help older adult offenders successfully reintegrate into society, realize their self-worth, and thereby contribute to the harmony and stability of society.

Background: Hypertension is a major contributor to cognitive decline, and dementia is an increasing public health concern in the Philippines. Despite evidence linking these conditions, the awareness of dementia risk remains limited. Broader modifiable factors—such as nutrition, physical activity, smoking, alcohol use and sleep—also influence dementia risk but are not consistently emphasized in health education for hypertensive adults. Objective: To comprehensively assess the dementia risk awareness of hypertensive Filipino adults residing in the Philippines. Methods: An adapted questionnaire will gather data on dementia risk awareness among hypertensive Filipino adults. Phase I involves distributing the questionnaire via Google Forms on social media and collecting informed consent, the Personal Data Sheet (PDS), Dementia Knowledge Assessment Scale (DKAS) responses and self-reported modifiable risk factors from the McCance Brain Care Score (BCS). Phase II consists of quantitative analysis using descriptive statistics, including sub-analyses assessing correlations between dementia risk awareness and secondary measures. Expected Results: At least 384 responses from hypertensive Filipino adults are anticipated, allowing classification into dementia risk–aware or dementia risk–unaware groups using DKAS thresholds. Exploratory analyses will describe potential associations between dementia risk awareness and selected modifiable risk factors. Keywords: Dementia risk awareness; dementia knowledge; hypertension; modifiable risk factors; Philippines

In municipal adult education (MAE), adults are offered a second chance to complete secondary or upper secondary studies. This article examines how special educational support was organised within MAE in a Swedish municipality, focusing on students’ needs, the learning environment, and the resources available to teachers. It highlights the diverse needs of adult learners and how the physical learning environment interacts with teachers’ interpretations of those needs. Actor-network theory (ANT) serves as the theoretical framework, with the concept of translation guiding the analysis. Semi-structured group interviews with teachers and special educational needs teachers were conducted repeatedly during the first year of a three-year project on special needs education. The findings identify three translations of support: pedagogic group-oriented collegial learning, special educational individual-oriented support, and health promotion in a student health team. The article discusses dilemmas related to who receives support, who provides it, and where it can occur.

ABSTRACT Since the 1990s, participatory approaches have been regarded as effective and ethical in research and policy work involving children and youth. Recently, the term ‘transformation’ has gained traction in Childhood Studies. This article explores Transformative Learning (TL) methodology, which was introduced in the 1970s for adult education but has since been adapted for young people. As TL often employs creative tools and aims to empower participants, this methodology requires an examination of its similarities and differences with the more prevalent participatory approaches in Childhood Studies. Therefore, this article analyses these methodologies by juxtaposing two projects with youth in Norway: one participatory project focused on climate change mitigation and another transformative learning project addressing racism, diversity and social inclusion. The discussion highlights the overall ambition, the approaches employed, positionality, personal development and societal changes while critically scrutinising the use of both methodologies with children and youth. It concludes that these methodologies are complementary in addressing complex social challenges in the lives of young people.

This study examines the demographic profile and policy implications concerning female-headed households in the Special Region of Yogyakarta, Indonesia. Using a descriptive quantitative approach based on secondary data from the 2023 Population Administration Database, the analysis employed frequency distributions, percentage breakdowns, and simple visualizations to profile socio-demographic characteristics and spatial variations across districts. The analysis reveals that the majority of female household heads are elderly (57% aged 60 years and above), have low educational attainment (42.8% completed only primary school or less), and are engaged in informal or subsistence employment (over 67% work in unpaid domestic work, farming, or casual labor). These patterns suggest heightened socio-economic vulnerability and limited access to formal support systems. The study integrates insights from recent international literature, emphasizing the importance of psychological empowerment, adult education, and economic inclusion in improving the quality of life for female heads of households. Based on these findings, the study proposes region-specific policy recommendations focused on skill development, access to formal employment, expanded adult education, community-based psychosocial support, and inclusive social protection. This paper contributes to the growing body of literature on gender and household dynamics by offering a localized, data-driven analysis and proposing holistic policy interventions that respond to the unique socio-demographic realities of female-headed households in SPecial Region of Yogyakarta. The results aim to inform policy strategies that promote social equity and sustainable regional development.

We live in appalling times, in which it is almost impossible to remain hopeful; for radical adult educators, it is difficult to know what we should do in response. In this article, I draw on two theorists for possible inspiration. Jack Mezirow’s perspective transformation theory is one of the most widely used of all adult learning theories, but also continues to be critiqued as a theory of social change. Alain Badiou’s theory of the event has not as yet been considered within adult education. I consider whether and how these might help us think through our role in current times.

Due to increasing precarisation, trade unions face challenges of organising young and precarious workers. Although research informs of innovative union strategies in this regard, there is a gap in understanding the role of learning and education in trade union efforts to organise young and precarious workers. This paper addresses this gap by drawing on industrial relations and adult education scholarship to examine a case study of innovative strategies of the Trade Union Youth Plus (TUYP) that has since 2011 operated in Slovenia. Findings show that dialogical approaches to education played a crucial role in the establishment and development of TUYP and its innovative proactive fieldwork and communication tactics, which increased unions’ dialogical capacity to engage with, organise and unionise young and precarious workers, and ultimately also led to the transfer of knowledge from TUYP to the wider trade union movement. The article shows that dialogical approaches to education are a necessary prerequisite for organising and unionising young and precarious workers and for revitalising trade union organisations.

The study examines how the Jordanian government handled literacy and adult education programs in the COVID-19 pandemic (2020–2022) and how the interventions affect the state of low-literate adults, women, and rural-based learners. Applying a multidisciplinary theoretical framework that combines critical pedagogy, feminist critique, crisis pedagogy, and post-colonial governance, the research examines the governmental and international documentary data. The findings also suggest that the 18-month closure of schools worsened the digital divide, making the impact more significant among women (82 of whom constitute 82 literacy respondents) and rural households, among which only 30 are connected to the internet. The shift of e-learning lay greater emphasis on the provision of educational information in a technical manner instead of providing empowerment and inclusion, and as such, demonstrates how technocentric crisis responses contribute to structural inequity. This study will add to the academic knowledge of how crisis management in adult learning can be used as an informal tool to build supportive and sustainable literacy infrastructures in Jordan and other similar settings in the Global South.

Adult education plays a vital role in achieving Sustainable Development Goal 4, which promotes inclusive, equitable, and lifelong learning opportunities for all. Ensuring the retention of adult learners is essential for the sustainability of both communities and adult learning institutions. This study examined strategies employed by adult learning centers in Tanzania to retain adult learners for sustainable adult education. Conducted in the Dodoma region using a qualitative case study design with 42 participants, the study found that learning centers contribute to adult education reforms through curriculum organization, development, and implementation. Retention strategies were categorized into three main approaches: co-creating community-related curricula, implementing self-directed learning pathways, and establishing resilient support systems. Six themes emerged from these strategies, emphasizing community involvement, flexible learning, practical sessions, resource availability, affordable costs, and facilitator training. The study concludes that sustaining adult education requires collaborative efforts among all stakeholders’ education, sustainable development, retention, strategies, and reform.

Abstract Despite the growing importance of ICT skills, little is known about how structural contexts are associated with cross-national differences in adults’ ICT proficiency. Using PIAAC data linked with macro-indicators for 19 European countries, the authors examine five contextual domains: ICT infrastructure, ICT services, adult education, labor market demand, and gender inequality. Multilevel analyses show that ICT infrastructure and skill demand are most strongly associated with proficiency. Adult education is linked mainly to higher proficiency among the highly educated, while ICT services and gender inequality show no consistent associations. Contextual influences are stratified: less-educated adults benefit most in contexts of high skill demand, whereas highly educated adults are more strongly associated with adult education systems. These findings identify structural conditions linked to digital skill disparities and inform inclusive digital policy.