Adult Education Research Articles

Association between participation in adult education and subjective wellbeing among older adults: the mediating roles of social isolation and digital isolation and the moderating roles of educational level

ABSTRACT Participation in adult education is a crucial component of the active aging framework. However, there have been limited studies exploring the association between participation in adult education and subjective wellbeing among older adults. Furthermore, the underlying mediating and moderating mechanisms in this association have not been extensively investigated. This study aims to explore the mediating roles of physical and digital isolation, as well as the moderating roles of educational level. A sample of 7,602 older adults (M = 70.97, SD = 7.13) was drawn from the 2018 wave of the China Longitudinal Aging Social Survey. Structural equation modeling was employed to test the mediating and moderating roles. The results revealed that participation in adult education is positively associated with higher levels of life satisfaction and lower levels of loneliness among older adults. Both physical isolation and digital isolation play mediating roles in these associations. Moreover, educational level moderates the association between participation in adult education and older adults’ life satisfaction and loneliness. The linkages are significant for older adults with lower levels of education, but not significant for those with higher levels of education. These findings contribute to current knowledge and offer practical implications for improving older adults’ subjective wellbeing through participation in adult education.

Light and Delight: Playful Learning as an Ideology and Methodology in Adult Education

This article, a conceptual and theoretical piece, opens a window on “playful learning” as a philosophy of education and a suite of diverse pedagogical approaches, methods, and techniques. The paper criticizes the serious ambience of adult education with its high levels of instrumentalism and performativity. It argues for playful learning as an ideology and methodology to realize the light (i.e., the true essence) and the delight (i.e., the pleasure) of learning. To this aim, the paper initially provides a feature-based, pedagogical perspective of “play.” Afterward, it defines and defends playful learning, highlighting a wide spectrum of possibilities and affordances within the pedagogy of play. In particular, (digital) game-based learning, gamification, and quest-based learning are touched upon. Additionally, connections are briefly made between playful learning and several teaching paradigms and philosophies in adult education such as student-centered learning, project-based learning, creative pedagogy, positive education, and critical pedagogy. Furthermore, the article puts forth “signature pedagogy” as a theoretical framework to safeguard the implementation of playful learning in adult education. Similarly, the notion of “iplay” (or intelligent play) is introduced to underscore the technological and evolving dimensions of play and playful learning. The paper, finally addresses several areas of concern within “playful adult education.” It touches upon creating a “playful mindset” and “play culture” among educational stakeholders especially teachers and students. Likewise, developing appropriate adult learning “playware” (i.e., playful instructional content) and “playful assessment” are addressed.

Adult Education and Empathy

Post COVID-19, the world experiences tension politically, socially, and educationally. COVID-19 brought a new world reality. This integrative literature review addressed how encouraging empathetic classroom activities boosts students' empathetic use in their community; how institutional empathetic communication post COVID-19 enhances students' abilities to meet educational challenges by fostering those learners' resilience due to the expansion of mutual care; how engaging learners academically, interculturally, mentally, and emotionally requires new development in institutional communicative approaches; how institutional practice and activities should embrace collaborative learning through well-designed activities; and how interpersonal perceptions shape institutional empathy practices. Therefore, infusing empathetic leadership develops a sense of belonging and profound trust in the community. Additionally, the review provides some researched pedagogical practices to spur empathy in educational environments, which support learners' academic competencies.

Solidarity, agency, and learning in everyday participation: A look at an adult education program in the context of COVID‐19

AbstractThe outbreak of the COVID‐19 pandemic on the world stage has impacted multiple aspects of our lives, affecting how we interact, organize public affairs, and carry out daily activities. This paper explores how students in an ongoing adult education program in Villa María, Argentina, continued their studies during the 2020–2022 pandemic in the context of the restrictive public health policies that led to suspending in‐person classes and collaborative sessions and moving to digitally mediated formats. It centers on the experience of adult learners confronted by the COVID‐19 emergency and their response through solidarity relationships and agency. We found that the students actively reorganized and redesigned their academic practices by articulating their emergency needs resulting from the pandemic with their continued participation in their program through acts of solidarity. Finally, we share thoughts and future directions about solidarity in adult learning contexts.

ADVANTAGES AND DISADVANTAGES OF FLIPPED CLASSROOM IN ADULT EDUCATION USING DISTANCE LEARNING FOR LEARNING PROGRAMMING

The flipped classroom model has emerged as an innovative approach to education, particularly gaining traction in adult education and distance learning contexts. This pedagogical framework reverses the traditional classroom structure, encouraging students to engage in self-directed learning at home while reserving class time for interactive activities and collaborative projects. This paper provides a comprehensive review of the advantages and disadvantages of the flipped classroom model, particularly focusing on its application in adult education, programming learning, and distance education. Five key themes emerge from the discussion: flexibility, personalized learning, active engagement, technology reliance, and assessment challenges. While the flipped classroom offers benefits such as flexibility in scheduling, personalized learning experiences, and increased interaction, it also poses challenges related to technology dependence, potential learning style mismatches, and difficulties in measuring engagement and providing timely feedback. Through a theoretical lens grounded in constructivist learning theory and active learning principles, the paper explores how the flipped classroom model aligns with contemporary educational theories and practices. Furthermore, practical recommendations are provided for educators looking to implement the flipped classroom model in adult education settings, emphasizing the importance of creating high-quality pre-class materials, promoting active learning and practice, and fostering a supportive learning community. By leveraging the theoretical underpinnings of constructivism and active learning, educators can optimize the flipped classroom model to cater to the unique needs of adult learners, promote engagement, and enhance learning outcomes.

How to make a bridal bouquet: sensory knowing in action

This study explored the planning and making of a bridal bouquet in classroom interaction between a teacher and a student in a Swedish upper-secondary adult floristry education school. The purpose was to empirically reveal floristry disciplinary aesthetics. Aesthetics can be said to involve the exploration of sensory perception in general, entailing a focus on tacit sensory knowing. Methodologically, this study drew on the principles of ethnomethodology and (multimodal) conversation analysis to investigate video-recorded empirical data. The analysis included three separate sequences of interaction after the student requested the teacher’s attention. In the sequences, the student repeatedly provided answers to her own known-answer questions, and it remained her privilege to define what should be done and why as a consequence of the teacher’s authoritative guiding and gentle support. The results include examples of floristry disciplinary aesthetics in action when making a bridal bouquet, such as airiness and the role of outer shape. Moreover, in situ aesthetic judgement as part of sensory knowing is shown to be ample in the form of embodied actions, such as showing with the hands and communicating with facial expressions.

How auctions shape the value of education: Tendering-based procurement as management tool in adult education

Management tools do more than manage and organise – they classify and contribute to the construction of education-as-concept. This article shows how tendering-based procurement, used by Swedish municipalities to outsource adult education to non-public providers, works to commensurate ‘education’ into measurable tender evaluation criteria. Drawing on the sociology of conventions approach and 47 procurement examples, I show that tendering evaluation criteria define what constitutes ‘desirable’ education through various degrees of commensuration. Further, I show how mechanisms intended to evaluate and compare bids also construct the value of education different – for example, promoting cost-efficiency as valuable; constructing education as an on-demand service; or by assuming a supply-and-demand approach and viewing value as fluid. Based on the exemplified commensurations and valuations, I discuss the consequences of education privatization via tendering-based procurement. Since competition is inherently built into the tool, it becomes valuable. Further, procurement recasts education stakeholders into market roles and reshapes their relationships. In short, the article underscores the importance of understanding how education privatization is organized and what role management tools play in shaping education, calling for critical education research to delve into their dynamics and impact.

Exploring the persistence of adults on secondary education courses: occupational status, satisfaction and self-efficacy as key factors

One of the most worrying issues in Spanish education is the high school dropout rate, especially for those students who leave compulsory secondary education with no qualifications. Some of these students re-enter the system via adult education centres (AECs), where they can obtain the minimum qualification required by the labour market (the Secondary Education Graduate Certificate, the equivalent of GCSE in UK education). Entry into and adaptation to the AECs was explored in a non-probabilistic sample of 234 individuals from a total population of 2033 enrolled in 14 Catalan AECs, and the roles of a range of factors in shaping successful trajectories were analysed. The aim was to contribute to the design of strategies boosting students’ well-being and raising the probability of their persisting in their studies. The results showed that when study was full-time or combined with a part-time job of half a day or fewer working hours, when there was high academic satisfaction with the centre, and when there was a feeling of empowerment and efficacy in studying, the bond to the centre and the will to continue studying there were enhanced.

Towards effective collaborations: Reflections and recommendations for adult education and STEM

AbstractThis article presents a general and overarching view on partnerships between adult education and STEM disciplines. Drawing from their individual STEM backgrounds, personal perspectives and experiences with such partnerships, and the science of team science, the authors consider the benefits of adult eeducation for STEM, the benefits of STEM for adult education, and some best practices and pitfalls of collaborations. In this way, they address some of the “why?” and “how?” that adult educators may wish to consider as they seek new collaborations, or navigate existing partnerships.

Strengthening inclusive teaching with a MOOC: Adult education and STEM as professional development partners

AbstractThis article explores the design and development of a Massive Open Online Course (MOOC) on inclusive teaching. Released in the Fall of 2023, the MOOC is particularly unique because of its intentional use of ethnically diverse voices and multimodal content to include art, music, spoken word, and storytelling. Modules range from Self and Empathy to Classroom Climate and Networks. MOOC production was graciously funded by a grant from the Howard Hughes Medical Institute. At its core, the article will share reflections on the rationale and process, describe how STEM and Adult Education scholar‐practitioners collaborated to infuse adult education and interdisciplinary concepts in MOOC development and outline meaningful implications for the field.

Supporting future roles of millennials in rural agriculture retail: The role of technology in continuing education solutions

AbstractRural agriculture retailers, or those engaged in the production of food, fiber, and fuel, are pressed to find just‐in‐time solutions for continual learning with their adult employees, specifically millennials, the generation who will assume future leadership roles. Adult educators in rural settings, or lower populated areas, are encountering rapid technological change and need to transform how they impact learners in and out of the classroom through experiential learning. Technological solutions considered an integral component of Science, Technology, Engineering, and Math (STEM) initiatives, may provide continual learning avenues for millennial employees. This article offers effective ways to engage millennials in agriculture through facilitating peer mentoring, supporting soft skill development, and building the infinite potential of learning and growth in STEM content.

The Education of young people and adults in the view of the international agendas views and in Brazil

Resumo Este artigo busca discutir as principais orientações presentes nas agendas internacionais das últimas três décadas e o que priorizaram para a Educação de jovens e adultos. Buscou-se, por meio de pesquisa documental, comparar e analisar as metas e estratégias definidas nas agendas Educação para Todos – EPT, nos Objetivos de Desenvolvimento do Milênio e nos Objetivos do Desenvolvimento Sustentável – ODS da Agenda 2030. Os resultados mostram que houve continuidade das orientações macros, no entanto a EPT enfatizou a alfabetização e aprendizagem e os ODS priorizou ações de fomento a formação técnica e profissional. Ao final, apresentam-se alguns indicativos de aproximação da agenda nacional brasileira para a EJA com a agenda internacional.

Discussion to: Are adult thoracic patient education materials designed with patients in mind?

Discussion to: Are adult thoracic patient education materials designed with patients in mind?

Overview Policies, Problems and Prospects of Higher Education in India

Indian education system traditionally served a particular segment of the society belonging to selected groups and elites. Colonial rule under the British Government developed concept of a modern state, modern economy and modern education system. After Independence, Jawaharlal Nehru visualized India as a secular democratic state. School curriculum was based on twin themes of inclusiveness and national pride, ensuring that India’s different communities could live together peacefully as one nation. Higher education through institutions like IITs and IIMs formed a major contribution to the Nehruvian vision of a selfreliant and modern India. Drawing on Nehru’s vision and articulating most of his themes, the Kothari Commission was set up in 1964 to formulate a coherent education policy for India. Kothari Commission felt education is meant to improve productivities, promote national and social harmony, consolidate democracy, modernize the country and develop social, moral and spiritual values. Attainment of this objective is possible only through the education policy which would provide free and compulsory education to all children up to the age of 14. According to Kothari Commission, Education policy must feature development of languages, equality of educational opportunities to all social groups and development and prioritization of scientific education and research. The Commission also lay emphasis on the removal of illiteracy and provision of adult education. The theme of the present paper is Policies, Problems and Prospects of Higher Education in India. The main objective of the present paper is to be analyze the policies, problems and prospects of Higher Education in India.

Incorporation of artificial intelligence in healthcare professions and patient education for fostering effective patient care

AbstractArtificial intelligence (AI) influences many aspects of modern life and has multiple applications in the delivery of healthcare. AI is designed to mimic human capabilities including pattern recognition, data analysis, and decision‐making and perform tasks more efficiently. It is capable of detecting patterns in large datasets that might elude human beings. AI has potential to improve patient care, patient safety, disease diagnosis and treatment; public health; health research; health administration; and the daily work of health professionals. In 2019, the US National Academy of Medicine emphasized the need for “physicians, nurses, and other clinicians, data scientists, health care administrators, public health officials, policy makers, regulators, purchasers of health care services, and patients to understand the basic concepts, current state of the art, and future implications of the revolution in AI and machine learning.” Therefore, it is incumbent on adult educators to incorporate AI training into health professions education and patient education.

Clinical-economic evaluation of distance education and blood glucose level monitoring in adults with diabetes mellitus

Background. Health Technology Assessment (HTA) in the Russian Federation has been performed for drugs, not for other medical technologies, which leads to decision making difficulties today. Aim. This study aimed to assess the clinical and economic efficiency of distance education and monitoring of blood glucose levels in patients with diabetes mellitus (DM) of both types. Materials and methods. The HTA was prepared using Markov model with a cost-effectiveness analysis methodology. The number of DM complications depending on glycated hemoglobin level with distance education and blood glucose level and without, that has been used for modeling cost of distance education and blood glucose monitoring as well as cost of drugs’ therapy and hospital admission due to DM complications with methodology and source of Obligatory Medical Insurance Fund on 30-yy horizon of modeling. Results. Distance education and blood glucose monitoring in DM patients leads to decrease in complication level as well as mortality, and acceptable additional financial costs from the 5th year of modeling for DM type 1 and from the 6thyear of modeling for type 2 without insulin dose changing. Conclusion. Clinical-economic reasonability of distance education and DM patients’ monitoring are demonstrated in this work. These results should be considered in the decision-making process for HTA budget financing.

Behavioral Skills Training and Literacy: Supporting Reading Instructors in Adult Education Centers

Behavioral Skills Training and Literacy: Supporting Reading Instructors in Adult Education Centers

Opinions, attitudes and perceptions of local people towards the conservation of Nigeria‐Cameroon chimpanzees in Mpem‐Djim National Park, central Cameroon

Abstract Local ecological knowledge (LEK), tied to specific cultures, is crucial for sustainability in conservation initiatives. Therefore, including holders of this knowledge in management decisions is essential. Collecting protected area‐specific data on local people's attitudes, opinions and perceptions towards wildlife, especially for highly threatened species like great apes, is therefore crucial for effective conservation. This study emphasizes the importance of LEK as an interdisciplinary approach, highlighting its essential role in informing conservation decisions and understanding human–environment interactions. To fill the information gap on the LEK on the Nigeria‐Cameroon chimpanzee in central Cameroon, we used questionnaires to assess the LEK of respondents specifically their perceptions, opinions and attitudes towards the population trend of chimpanzees, as well as their opinion about the current management systems of Mpem and Djim National Park. We collect data from 240 respondents in 15 villages in the neighbourhood of the park. Using generalized linear mixed models, we were also able to assess socioeconomic and demographic factors that correlate with the opinions, attitudes and perceptions of the respondents towards chimpanzee conservation. About 87% of the respondents exhibited good knowledge about chimpanzees and 59% reported taboos related to chimpanzees. About 94% were aware of laws that prohibit the hunting of chimpanzees, while 87% agreed that it is a good initiative to conserve chimpanzees, and 42% reported that their population increased. Almost half (52%) of the respondents said they were satisfied with the current park management system. Age, gender, education level, number of children in the household and time spent in the community were predictors that influenced the attitude, opinion and perception of the respondents while occupation and the geographic distance between the village and the park did not. Our findings suggest that raising awareness of human–chimpanzee coexistence through adult education programmes should target specific demographic groups, such as those with larger families, limited education, older age, individuals with lower LEK or native. These findings brought insights to guide future studies and should be taken into account when discussing regional management. Read the free Plain Language Summary for this article on the Journal blog.

The MOIDA Project: The Experience of Research With The Provincial Centers For Adult Education In Italian Context

Il contributo descrive le principali azioni e risultati del progetto MOIDA, che ha visto la collaborazione tra l'Università degli Studi dell'Aquila e i Centri Provinciali per l'Istruzione degli Adulti (CPIA) della Regione Abruzzo. Partendo dallo studio di contesti educativi caratterizzati da un'elevata varietà di caratteristiche dei discenti e da un'estrema variabilità delle condizioni di apprendimento, il progetto si è concentrato sull'analisi dei processi di pianificazione delle lezioni e dei loro risultati, cercando di accrescere le capacità di micro-progettazione dei docenti e di supportare le decisioni creare processi in situazioni per migliorare la qualità dell’istruzione. Ha utilizzato l'osservazione strutturata e la riflessione critica, combinate con le tecniche di videoregistrazione e modellazione di una lezione stimolata svolta da un insegnante esperto, per consentire all'insegnante di creare un modello di lezione capace di combinare teoria e pratica all'interno di una micro-lezione di studio che , dalla definizione del piano (struttura e previsione) alla sua realizzazione (videoregistrazione), ha utilizzato tutte le risorse dei partecipanti in un'ottica collaborativa.

Factors and Conditions of Practical Training for Future Choreographer-Teachers

The article addresses the task emphasized in the Federal State Educational Standards for Higher Education in all areas of choreographer training, as well as in the professional standard “Teacher of Additional Education for Children and Adults” (Order of the Ministry of Labor and Social Protection of the Russian Federation, October 22, 2021), namely, the preparation of future specialists in choreography for teaching activities. The goal of the article is to draw attention to the factors that determine this process since pedagogical tasks are present in all types of professional activities for future choreographers. The study was conducted based on comparative, critical analysis, synthesis, generalization, and interpretation methods. Examination of regulatory documents, psychological-pedagogical scientific literature, and practice allowed us to identify factors that have the greatest influence on the practical training of future choreographers and categorize them based on their sources of impact as external and internal. External factors include: cultural-educational environment, interaction with teachers, and student community. Internal factors include: passion for the profession, creativity, self-development, self-education, and self-discipline. Based on these factors, conditions were identified and justified that can significantly improve this process. Such conditions include: enriching the pedagogical component in teaching special disciplines to choreography students; involving students in practice-oriented activities during internships; and using new technologies in teaching disciplines. In conclusion, it is stated that practical training for teaching activities of choreography students represents a process of complex factors influenced by the specifics of choreographic education and implemented through the theoretically substantiated pedagogical conditions discussed in the article.