Adult Education Research Articles

Online learning platforms and resources in adult education and training: new findings from four European countries

ABSTRACT Digitisation represents one of the key directions of adult education and training in the post-COVID-19 times, but direct empirical evidence of its scope among learners is rather scarce after 2021. Therefore, the general aim of this article is to investigate the current state of the use of online learning platforms and resources in adult education and training throughout Europe. For this purpose, we utilise data from a dedicated survey in the Czech Republic, Germany, Sweden, and the United Kingdom (n = 4,000) from 2022, which cover a wide range of digitalisation as measured by the Digital Economy and Society Index (DESI). Our findings are consistent with DESI in the overall levels of online learning across the four countries. Beyond this, we provide two main findings. First, the patterns of digitalisation are different in formal (FAE) and non-formal adult education (NFE). We identify two corresponding modes of platformization based on how and how much online learning platforms and resources are used. Second, factors of participation in online learning differ in some regards from factors of participation in AET in general. Therefore, online learning seems to constitute a new layer mediating participation in AET, possibly introducing new forms of inequalities.

Emancipation or Instrumentalisation in Erasmus+ Mobility: A Literature Review

European education tools and policies show growing social concerns for inclusion while embracing standardised approaches that may put diversity at risk. The Erasmus+ programme is a tool that aims for cultural awareness and European citizenship while promoting a linkage with the needs of the globalised labour market, starting with the higher education field. Given the programme’s expansion to other education fields, namely school education, adult education, and vocational education and training, it remains uncertain how such an extension influences scientific research about Erasmus+ mobility and the relative position assumed therein by each field. Taking emancipatory and instrumental perspectives as a reference, the present study aimed to ascertain which concepts drive the published research about Erasmus+ mobility, mapping their position in the different education fields embraced by the programme. To do so, a literature review was conducted covering articles published between 2014 and 2022. The data analysed through content analysis showed that concepts driving emancipatory and instrumental perspectives are present in the selected articles, although approaches that are not directly linkable to either perspective prevail. The data also show that higher education remains the hegemonic field in Erasmus+ mobility research, indicating that studies focused on the programme’s effects occur mainly in this education field. These findings highlight the importance of in-depth knowledge about the programme’s effects on school education, adult education, and vocational education and training.

Integrating Rural Economic Development into the Adult Basic Education and Training (ABET) Curriculum as a Practice to Ensure Sustainable Livelihoods

Purpose: The purpose of this study is to explore the integration of rural economic development initiatives and practices into the Adult Basic Education and Training curriculum with a view to leverage the people in rural communities to boost their productivity towards sustainable livelihoods. Methodology: This study adopted a qualitative approach in which the data was collected through focus group interviews. The participants were sampled from former and current ABET learners and their principal. The interviews were intended to solicit information about their farming project; how they started the farming and whether they were able to feed their families from the sale of their produce. Findings: The findings from the focus group interviews are that though they had support from the Kruger National Park, they still felt that the Department of Higher Education and Training (DHET) needed to intervene and make ABET a means for sustainable livelihoods for the beneficiaries. Unique contribution to public, policy and practice: This study contributed uniquely in the area of policy. The students proposed that the ABET curriculum needed to be restructured to include skills training to enable them to make a living after the ABET encounter.

Situated Learning for Community Engagement: Chinese and Chinese Americans Transformative Action for Identity Reformation in the Context of the Politicalized COVID-19 Pandemic

This qualitative case study examines the learning experiences of self-organized Chinese and Chinese American adults from the X Care Group amid the political repercussions of the COVID-19 pandemic. The findings revealed how care group members created meaning in their daily life experiences, reformed their identity, and increased their Chinese and Chinese American visibility. Situated learning is employed to understand participants’ transformative actions through learning in their social engagement through their community of practice. These findings indicate that situated learning can lead to collective transformative action, personal and group growth in identity formation, and community engagement and social development through communities of practice. Subsequently, this study demonstrated how the X group learned to reform their new identities and respond to changes in their social environment. This study contributes to the collective dimension of situated learning theory and has implications for adult educators, researchers, and policymakers interested in fostering social change through community-based, situated learning.

Exploring the Association Between Adult Education, Personality Traits, and Civic Participation: An Analysis of National Education Panel Study Data

Exploring the Association Between Adult Education, Personality Traits, and Civic Participation: An Analysis of National Education Panel Study Data

Enabling health literate behavior at vocational education and training settings for adolescents and young adults with chronic conditions: a type-building approach

Zusammenfassung Hintergrund Junge Erwachsene mit chronischen Erkrankungen sind in der Ausgestaltung von institutionellen Rahmenbedingungen in berufsbildenden Kontexten bisher kaum berücksichtigt. Gleichzeitig benötigen sie abseits von beruflichen Handlungskompetenzen jedoch auch entsprechende Gesundheitskompetenzen, um mit der eigenen Erkrankung in berufsbezogenen Kontexten adäquat umzugehen. Ziel Auf der Basis von typenbildend herausgearbeiteten Performanzformen werden Implikationen aufgezeigt, anhand derer es auf organisationaler Ebene ermöglicht werden kann, Voraussetzungen für gesundheitskompetentes Verhalten zu schaffen sowie individuelle Gesundheitskompetenzen in berufsbildenden Kontexten zu fördern. Methodik Es wurden 12 biographische Interviews mit chronisch erkrankten jungen Erwachsenen (Epilepsie und Diabetes mellitus Typ 1) geführt und anhand der dokumentarischen Methode typenbildend analysiert. Der rekonstruktive Forschungsansatz ermöglicht sowohl die Einbindung lebensweltspezifischer Perspektiven als auch die interdisziplinäre Verzahnung gesundheitswissenschaftlicher und berufspädagogischer Forschungsansätze. Ergebnisse und Schlussfolgerung Für ausbildungs- und berufsbezogene Kontexte lassen sich vier Performanzformen als Ausdruck von Gesundheitskompetenz differenzieren. Darüber hinaus wurden Faktoren abgeleitet, die als Gelingensbedingungen auf individueller und struktureller Ebene fungieren. Diese können wiederum zum Anlass genommen werden, um berufsbildende Settings entsprechend gesundheitskompetenzförderlich zu gestalten.

Serving adults who have difficulty reading: challenges faced by U.S. adult education administrators

AbstractRecent assessments suggest that 43 million adults in the United States have difficulty completing basic reading tasks. Although the federal Workforce Innovation and Opportunities Act (WIOA) prioritizes education for adults with the greatest needs, there is long-standing concern that federally-funded programs might not serve lower-performing students well. This study sought the perspectives of state administrators of WIOA-funded adult education to identify challenges in serving adults who have difficulty reading and areas for future research. Identifying challenges and creating a robust evidence base can center adults who have difficulty reading as important participants in the field of practice and support the creation of effective strategies for their inclusion and success in WIOA-funded programming.

CHALLENGES IN THE PROFESSIONAL DEVELOPMENT OF PUBLIC SERVANTS AMID NEW REALITIES IN ADULT EDUCATION: CONCEPTUALIZATION OF COMPETENCE AND SYSTEM APPROACHES

The article examines the multifaceted problems faced by public servants in their professional development within the dynamic conditions of adult education's new challenges within the conceptualisation of competence and the need for system approaches. The challenges in the professional development of public servants in the context of adult education necessitate a reimagining of competence and the adoption of system approaches. Conceptualising competence in a multidimensional way, including digital and interdisciplinary dimensions, is essential. System approaches that integrate training programs, promote continuous learning, coordinate government-wide efforts, and include diverse stakeholders offer a comprehensive solution to address the complex challenges faced by public servants in the contemporary landscape of adult education. By embracing these approaches, public sector organisations can ensure that their workforce is well-equipped to navigate the evolving demands of governance effectively. As practical material for the study, the authors of the article used theoretical and practical experience in training civil servants in Ukraine and the PR China (in particular, the experience of training management personnel in these countries both in the field of formal and non-formal education, as well as the very concept of “managing personnel”).

IMPLEMENTATION OF INTEGRATED CYBER EDUCATION IN EUROPE

The development of partnerships between European countries in the field of cyber education is currently playing a significant role in enhancing countries’ cyber potential and comprehensive and systemic counteraction to cyber threats. The research aims to outline the main principles of implementing an integrated cyber education system in European countries. To solve the tasks set, the research uses the following methods: cognition methods to study theoretical foundations of digital education development; comparative and analytical methods to analyze National Cybersecurity Indices and Digital Development Level Indices of the EU and Ukraine; heuristic (expert) methods to formulate the goal, objectives, conclusions and recommendations to form a multilevel generalized model of cyber education; and logical and formalized methods to outline the relevance of cyber education to counter cyber threats. The research discusses the issue of digital education, presents National Cybersecurity Indices and Digital Development Level Indices of countries, explores the gaps between National Cybersecurity Indices and Digital Development Level Indices of the EU and Ukraine, and outlines the basic principles of the European Cybersecurity Taxonomy. The main research results are the proposed categorical apparatus of integrated cyber education in European countries and the multi-level generalized model of cyber education to gradually acquire skills and abilities to combat cyber threats introduced from primary school to adult education. Thus, a comprehensive acquisition of skills to combat cyber threats will help to develop knowledge, skills and abilities of European citizens in the field of cybersecurity and improve the cyber potential of European countries. The introduction of unified regulatory courses and methodological support developed in accordance with the best international practices and harmonized with the terminology of EU and NATO member states will enable effective cooperation in a single information and cyber space.

Poverty and Disability: A State-Level Geospatial Analysis.

Individuals with disabilities are a growing yet understudied population. Nurses are in a prime position to address social determinants of health (SDOH), which is defined as the conditions in which people work, live, and learn that affect health. SDOH are largely responsible for the health inequities seen among individuals with disabilities. The purpose of this study was to explore the relationships between state-level poverty rates and state-level social determinants, such as housing, education, employment, health, and health care for adults with disabilities using geospatial, state-level data. This secondary data analysis used national data from the 2021 American Community Survey. Data on state poverty rates and rates of particular social determinants were used to examine differences between high- and low-poverty states for adults with disabilities. Rates, rather than numbers of adults with disabilities in poverty, were used to control for state size. The median poverty rate (27.8%) for adults with disabilities was used to create a dichotomous variable for low-poverty (n = 26) and high-poverty (n = 25) states. Independent samples t-tests were used to compare geospatial and SDOH data to understand differences between high- and low-poverty states. More adults with disabilities, regardless of race, live in high-poverty states, particularly those with ambulatory and cognitive disabilities. Adults with disabilities residing in low-poverty states have higher employment rates and more private insurance coverage. More adults with disabilities in high-poverty states smoke, live in mobile homes, and are less educated. Using an SDOH lens in caring for individuals with disabilities helps nurses better understand how economic stability, education, health, health care access, the built environment, and the community, rather than individual factors, impact the health of adults with disabilities. To improve the health of disabled persons, nurses must have a greater awareness of the influence that social determinants have on health for individuals with disabilities. Nurse training programs must build disability cultural competence into nursing curricula. Universal screening for SDOH, particularly for individuals with disabilities residing in high-poverty states, is pivotal for the best chance of improving the health and well-being of individuals with disabilities.

Learning from the past for the future: Signposts and landmark anniversaries in adult learning and education

Learning from the past for the future: Signposts and landmark anniversaries in adult learning and education

Investigating the impact of the COVID-19 pandemic on recovery colleges: multi-site qualitative study.

During the COVID-19 pandemic, mental health problems increased as access to mental health services reduced. Recovery colleges are recovery-focused adult education initiatives delivered by people with professional and lived mental health expertise. Designed to be collaborative and inclusive, they were uniquely positioned to support people experiencing mental health problems during the pandemic. There is limited research exploring the lasting impacts of the pandemic on recovery college operation and delivery to students. To ascertain how the COVID-19 pandemic changed recovery college operation in England. We coproduced a qualitative interview study of recovery college managers across the UK. Academics and co-researchers with lived mental health experience collaborated on conducting interviews and analysing data, using a collaborative thematic framework analysis. Thirty-one managers participated. Five themes were identified: complex organisational relationships, changed ways of working, navigating the rapid transition to digital delivery, responding to isolation and changes to accessibility. Two key pandemic-related changes to recovery college operation were highlighted: their use as accessible services that relieve pressure on mental health services through hybrid face-to-face and digital course delivery, and the development of digitally delivered courses for individuals with mental health needs. The pandemic either led to or accelerated developments in recovery college operation, leading to a positioning of recovery colleges as a preventative service with wider accessibility to people with mental health problems, people under the care of forensic mental health services and mental healthcare staff. These benefits are strengthened by relationships with partner organisations and autonomy from statutory healthcare infrastructures.

Objective Lens

During the first 30 years of the 20th Century, many scholars agree that Cora Wilson Stewart was the most widely known authority of adult literacy in the world. By establishing the Moonlight Schools in Rowan County Kentucky in 1911, she rose to prominence as a well-regarded advocate for promoting literacy and adult education. Stewart frequently held viewpoints which ran counter to the mindset of educators in the 1920s and 1930s. Wilson was ahead of her time in many aspects of promoting literacy in an era largely before adult education was widely recognized.

Book Review: Adult education and social justice: International perspectives

Book Review: Adult education and social justice: International perspectives

Evaluation of University’s Place in the Adult Education Ecosystem

The authors of the present paper conducted a comprehensive analysis of university place in the ecosystem of adult education, based on its characteristic functions, priorities of activity and emerging tensions. The participation of universities in the professional training of adults is analyzed. The research focus is projected on the assessment of the situation at the institutional (a university as a social institution) and organizational level (a university as a specific institution of higher education). A discussion of the prospects for transforming the place of higher institution in the ecosystem of adult education is presented. The study was conducted using a semiformalized interview method (n=36) with representatives of the commercial and public sector occupying key positions (heads and top management of universities, corporate universities, educational consulting organizations, providers of non-formal education services, etc.). Main results. Several points of university positioning in the structure of adult education ecosystem are identified: 1) the university is the core of the educational ecosystem and holds this status; 2) the university occupies the central place of the educational ecosystem, but can lose this status by certain actions or inaction; 3) the university is not the core of the educational ecosystem and should not be; 4) the university is not the core of the educational ecosystem, but could become it. According to most experts, universities occupy a central place in the ecosystem of adult education and have a high potential to retain leadership positions, provided that the educational material is relevant and meets the demands of the labor market. At the same time, it is important to consider that some participants of the educational ecosystem (online platforms, corporate universities and others) are rapidly increasing their influence and implementing large-scale educational programs for the population. Universities, having a high level of public trust and being mainly responsible for fundamental professional education, are interested in accumulating the advantages of other participants of the educational ecosystem. It is optimal to present the university as a central hub of educational practices for the population, accumulating the advantages of other actors of the adult education ecosystem. The article is addressed to administrative and managerial staff of universities, representatives of executive authorities and the real sector of the economy, scientific and pedagogical staff and graduate students seeking to study lifelong learning of adults.

Adult Education in the Age of Artificial Intelligence: The Human Resource Development Perspective

Adult Education in the Age of Artificial Intelligence: The Human Resource Development Perspective

A Nigerian Perspective of Continuing Education and Knowledge Economy

Adult education programmes in both developed and developing nations usually include continuing education. The relationship between the two notions is that someone requires additional information, either inside or outside of school systems, in order to remain relevant wherever one is at any given time. The information, communication, and technology era brought in a knowledge economy that should normally support continuing education, nevertheless there are still obstructions that prevent people from learning. Although these hurdles are both personal and structural, there seems be no justification for anyone to remain without information for the purpose of individual and group survival. Continuing education and knowledge economy are two concepts that have become popular in educational theory and practice but they are not combined as related concepts in literature. This is an attempt to clarify the concepts for both professional and practicing adult educators generally in African countries and particularly in Nigeria where policy documents for the practice of adult education sometimes deviate from the extant principles and theories. This paper used a conceptual analysis of terms and a systematic review of the available literature. It concludes that continuing education and the knowledge economy necessitate more access to learning that takes into account individual needs and requirements from organisations. This is as a result of the increased availability and application of knowledge in positively changing human conditions.

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.