Nurse educators and professional development specialists must be innovative and engaging in facilitating nurse learning and competency validation. Facilitating learning requires a shift toward creative, interactive methods, especially given a multigenerational workforce with diverse learning styles. The use of gamification, adult learning principles, and a variety of validation methods, while incorporating a creative theme, fosters the learning and competency validation process.

The Self-Compassion-Based Childbirth and Parenting Preparation Program (SCPPP) for newly expecting couples is designed to activate self-compassion at challenging moments, induce calm, and enhance co-parenting motivation during the perinatal period. However, how the program affects participants' learning processes remains unknown. This study aimed to clarify the working mechanisms of the SCPPP. Between 2022 and 2023, a total of 18 participants (9 couples) were recruited in Japan through obstetric checkups and snowball sampling. They attended 5-week prenatal and 1-day postnatal online programs, wherein they learned about self-compassion and discussed its use with their partners and group members. Their narratives, psychological measurements, and observational data obtained from the online sessions were qualitatively and quantitatively analyzed using a realist evaluation approach. Five prenatal mechanisms were identified: (1) Acknowledge the comfort of learning in a group; (2) Start self-talk; (3) Slow down practices by recalling the safety guidelines; (4) Explore the meaning of learning self-compassion; and (5) Expand self-focused perspectives by listening to partner and group members. Additionally, four postnatal mechanisms were identified: (1) Recall one's trajectory; (2) Incorporate one's learning with the new life through time spent experiencing mutual support within the group; (3) Try to shift the viewpoint from a single-minded focus on childcare; and (4) Make meaning of one's learning experiences. The findings suggest that the SCPPP may work under mechanisms that follow adult learning and attachment theories, and that these mechanisms may be essential in a self-compassion-based program for expecting couples transitioning to parenthood. This study has been registered in the Japan Registry of Clinical Trials (jRCT1030220453).

Purpose This study examines how non-traditional undergraduate students in online higher education environments utilize generative artificial intelligence (GenAI) as a tool to enhance academic engagement, personalize learning and improve productivity. Design/methodology/approach Using a quantitative, cross-sectional, correlational design, the study surveyed 491 non-traditional undergraduate students enrolled in online general education courses. Multiple regression analysis was conducted to evaluate how academic performance, skill confidence, technology proficiency and weekly time commitments relate to the frequency of GenAI use. Open-ended survey responses were also thematically analyzed to contextualize quantitative findings and explore student motivations, benefits and concerns. Findings Results indicate GenAI use is significantly associated with stronger academic performance and confidence in technology skills. Time constraints and lower academic confidence did not significantly predict use. High-performing and digitally proficient students were more likely to adopt GenAI to deepen understanding, generate ideas and streamline academic tasks. Qualitative responses described GenAI as a supportive thinking partner, while also highlighting ethical concerns around authorship, accuracy and academic integrity. Research limitations/implications This study examines GenAI use within a single large online university serving primarily adult, non-traditional learners in a flexible, asynchronous model. Findings should therefore be interpreted as contextually situated rather than broadly generalizable. The cross-sectional design captures adoption at an early stage and does not permit causal inference or analysis of long-term learning outcomes. Reliance on self-reported measures may introduce response bias. Future research should employ longitudinal, multi-institutional and mixed-method designs to examine how GenAI use evolves over time and how institutional context, discipline and learner demographics shape patterns of strategic AI integration. Practical implications Findings indicate GenAI adoption in online higher education is most strongly associated with digital confidence and academic motivation rather than remediation. Institutions serving adult and non-traditional learners should therefore embed structured GenAI literacy within curricula, emphasizing ethical use, critical evaluation and academic voice preservation. Faculty should design assignments that promote transparent, reflective engagement with AI tools instead of prohibition-based policies. Institutional leaders must develop coherent, context-sensitive AI frameworks and invest in digital skill development to prevent widening equity gaps as AI becomes normalized within asynchronous, autonomy-driven learning environments. Social implications As GenAI becomes integrated into online higher education, its social impact extends beyond productivity to issues of digital agency, equity and access. In adult-serving, asynchronous environments where learners self-manage academic decisions, disparities in digital fluency may amplify existing inequalities. Without intentional institutional support, students with lower technological confidence risk marginalization as AI-enhanced workflows become normative. Promoting inclusive, transparent and ethically guided GenAI integration can strengthen learner agency and participation, particularly among adult and non-traditional students balancing complex external responsibilities. Equitable AI adoption requires investment in digital empowerment alongside clear institutional standards. Originality/value This study offers contextually grounded empirical insight into how adult, non-traditional undergraduates in online higher education strategically integrate GenAI into their learning practices. By situating adoption within frameworks of technology acceptance, self-directed learning and digital agency, the findings challenge deficit-based narratives and demonstrate that GenAI use is associated with academic confidence and digital fluency rather than remediation. The study contributes student-centered evidence from an autonomy-driven, asynchronous learning environment and provides theoretically informed guidance for ethical AI integration, digital equity initiatives and future longitudinal research on AI-supported learning.

Uncontrolled hypertension leads to a number of complications. To achieve effective self-management, adults with uncontrolled hypertension need health literacy to promote and maintain good health. Transformative learning is a key adult learning paradigm that supports perspective transformation, self-management, and blood pressure control. This study aimed to evaluate the effects of a Transformative Learning Theory-Based Health Literacy Enhancement Program on self-management behaviors and blood pressure among adults with uncontrolled hypertension. This cluster-randomized controlled trial was conducted at two sub-district health-promoting hospitals in northeastern Thailand. Hospitals were randomly allocated to either the experimental or control group to prevent treatment contamination. A total of 58 participants (n = 29 per group) were consecutively recruited. Data were collected between February and June 2025 using a validated Self-Management Behavior Scale and digital BP monitoring. Data were analyzed using independent- and dependent-samples t-tests and repeated-measures ANOVA, and ANCOVA was used to compare groups while controlling for baseline values. At 8 and 12 weeks after the program, the experimental group had significantly higher self-management scores than the control group (t = 2.117, p = 0.039; t = 3.416, p = 0.001, respectively) and than their own baseline (F = 31.958, p < 0.001). Regarding clinical outcomes, ANCOVA revealed a significant main effect of the program on mean arterial pressure (MAP) at both 8 weeks (F (1, 55) = 9.014, p = 0.004, ηp 2 = 0.141) and 12 weeks (F (1, 55) = 9.133, p = 0.004, ηp 2 = 0.142). The adjusted mean MAP for the experimental group was significantly lower than the control group at the final follow-up (108.90 vs. 111.37 mmHg). A significant reduction was noted for systolic blood pressure (p = 0.028) but not diastolic blood pressure. The study highlights the effectiveness of the program for improving self-management behaviors and systolic blood pressure. Nurses can integrate adult learning theories into health education to enhance outcomes for hypertensive patients in primary care. Thai Clinical Trial Registry (TCTR20250202009).

ABSTRACT This scoping review explored the characteristics, instructional approaches, and challenges of nonformal technology programmes for older adults in the empirical literature from 2004 to 2024. Taking a sociocultural perspective on older adult learning and technology, we argued for the need to understand the settings in which learning occurs to advance more nuanced, asset-based research, especially due to the complexities of digital literacy practices. This review followed a rigorous approach guided by PRISMA and JBI, including developing specific inclusion/exclusion criteria and search terms, a three-step process of data extraction, the use of an extraction table to identify descriptive categories, and inductive content analysis. Findings identified themes related to study characteristics, including geographic diversity, community-based settings as trusted spaces for older adults, and the benefits of providing technology devices to low-income participants. The findings also highlighted three supportive approaches to teaching older adults digital literacies in nonformal contexts: cultural responsiveness; supporting self-direction while interrogating structural barriers; and facilitating technology learning communities. Implications included the need for additional research on digital privacy education and how factors such as race, gender, socioeconomic status, and disability intersect with age to shape technology learning experiences.

ABSTRACT Museums are often viewed as a natural fit for older visitors interested in cognitive health and lifelong learning; however, adults aged 60 and older are the least likely of any age group to visit museums. As a result, many North American museums – particularly cultural heritage institutions with limited creative arts programming – struggle to engage and serve this population. To address this gap, this study employed a participatory action research approach grounded in adult learning theory to examine how community engagement can lead to more meaningful experiences for older learners. Six volunteers, 55 years and older, participated in four workshops facilitated by a museum educator to co-develop an outreach program for seniors. Findings from interviews and observations revealed multiple benefits for participants, including new knowledge and skills, cognitive stimulation, transformative learning, social interaction, a stronger sense of community and identity, and deeper connections to the museum. These outcomes highlight the value of collaborating with older adults and the potential of program co-creation as an effective learning and engagement strategy for this audience.

Children's narrow learning bottleneck accelerates the emergence of statistical properties of language.

Early-life musical intervention programs neuroimmune activity and synaptic plasticity to enhance adult learning and memory.

Uncovering Hidden Risk through Ambulatory Medical Assistant Skills Review Findings from an Experiential Infection Prevention and Patient Safety Skills Fair.

This study examines the perspectives of Turkish young adult learners on LGBTQ representation in English as a Foreign Language (EFL) settings, drawing on poststructuralism, social constructionism, and queer theory. These frameworks challenge essentialist views of identity, emphasizing the socially constructed, fluid nature of sexual identities. Through a descriptive case study, the study investigates the views of 15 Turkish university students toward LGBTQ inclusion in EFL textbooks and classroom activities. 15 volunteers selected from a pool of 30 students reflected the sensitive nature of the topic in a conservative cultural context where heteronormativity is often reinforced by the education system. Data were collected through a ten-item open-ended questionnaire and analyzed using inductive content analysis. Findings show that while most participants support LGBTQ representation in educational materials, they also recognize the cultural and religious factors contributing to LGBTQ exclusion. This study contributes to research on LGBTQ inclusion in language education. It underscores the importance of critically engaged pedagogy in EFL, suggesting that educators and curriculum developers may benefit from critically examining heteronormative assumptions and promoting discussions around gender and sexuality. This study advances theoretical discussions on how queer theory can inform teaching practices and support marginalized identities in language education.

Adult learning and education (ALE) is deeply embedded in local governance, yet the influence of political parties on education policy outputs remains underexplored. This study investigates how partisan configurations in German county councils shape continuing vocational education and training (CVET) provision by public adult education centres (Volkshochschulen – vhs). Following partisan theory, the study expects left-wing party strength to expand, and right-wing party strength to reduce, CVET course provision. The analysis combines panel data from the German vhs statistics with panel data on partisan configurations in German county councils from 2008 to 2022, resulting in an analytical sample of n = 812 vhs and N = 10,416 observations. Two-way fixed-effects models are employed to estimate the effects of partisan strength on the number of CVET courses per 1000 inhabitants. The results reveal a positive, statistically significant effect of increasing left-wing party strength, while right-wing strength is not significantly associated with CVET course provision, indicating an asymmetric pattern of partisan influence. The study contributes to research on the political economy and governance of ALE in multi-level systems by linking local partisan configurations to organisational-level policy outputs in public CVET provision.

Adult language learning varies widely among individuals, with some learners quickly acquiring knowledge and skills while others struggle with specific components or overall proficiency despite similar exposure. This variability, once linked to frontotemporal language regions, is increasingly seen as originating from distributed networks involved in attention, control, and memory. The role and organization of these networks in explaining these differences remain unclear. We hypothesized that intrinsic multi-network connectivity underpins these variations, revealing potential neuromarkers of interactions among systems beyond language regions. We tested this in 101 healthy adults (72 females and 29 males) using multimodal neuroimaging before seven days of artificial language training across six tasks targeting auditory and speech categories, words, morphosyntax, and sentence structures. We identified one general component shared across tasks and five task-specific ones. Using cross-validated predictive modeling and graph-theoretic metrics, we found that the general component's learning outcome (LO) and rate (LR) were primarily driven by the dorsal attention and frontoparietal networks. Their local efficiency was a strong predictor, highlighting local resilience and mesoscale segregation. Local connectivity dominated in association cortical networks, while global integration occurred in subcortical regions, reflecting a balance between segregation and integration influences learning. Only task-specific word learning was predictable, relying on default-mode and frontoparietal hubs. Single-modality predictions were weaker, emphasizing the value of multimodal approaches. These findings suggest that the intrinsic network topology underlies individual success in language learning, supporting a multiple-system model in which attention, default, and subcortical networks work together to shape learning trajectories and advance mechanistic understanding.Significance Statement Adult learners vary greatly in how effectively and successfully they learn a new language, but the neural basis for this variability remains unclear. Using multimodal MRI data collected before training and connectome-based graph-theoretic measures, we demonstrate that intrinsic brain network topology predicts both a general language-learning factor and learning speed across six artificial-language-learning tasks in 101 adults. The strongest predictive features were found in the dorsal attention and frontoparietal control networks, with nodal local efficiency emerging as the most consistent marker. A cortical-subcortical dissociation in local-efficiency and global-integration properties may underlie these individual differences. These findings highlight potential network-level neuromarkers for predicting adult language learning success beyond language areas.

Dissection-based education should be improved in response to persistent concerns regarding its quality and the impact on student performance. We hypothesized that a word test implemented during the initial stage of a dissection course would be an effective intervention for dissection-based education, especially for struggling students. From 2013 to 2017, 25 basic line drawings with English anatomical terms were distributed to 640 second-year medical students at Akita University, Japan, for dissection preparation. The word test was designed with anatomical terms and images and was conducted in the second week of dissections; it contained 10 line drawings and asked students to provide 30 English anatomical terms. The scores were returned immediately. Practical examinations were administered at mid-term and on the last day of the course. The word test scores were positively correlated and significantly predicted the practical examination scores. Friedman test rankings for students with low word test scores (< 60%) significantly improved through practical examinations. These positive effects may be attributable to several factors, including the design with anatomical terms and images, early implementation, providing students with appropriate information for dissection preparation, and immediate feedback on scores. The effects are discussed through the lens of adult learning theory. The word test could help learners understand how to study anatomy and motivate them for dissections, and help teachers support struggling students. The word test may be effective for anatomy education in the context of reduced curriculum hours.

Purpose Traditionally, braille learning methodology relies heavily on braille on paper and focuses primarily on teaching children. This paper explores the current state of adult braille learning in Austria, including the use of technology in the learning process, to inform the design of effective braille learning technology for adults. Method Semi-structured expert interviews were conducted with nine individuals, four of them teaching braille to adults, four of them having learned braille as adults, and one person who falls into both categories. Thematic Analysis was used to derive and describe the themes that arose during these interviews. Results Nine themes were identified: organisational frameworks, motivation to learn braille, prerequisites for effective braille learning (mostly daily training, which can also improve tactile acuity), learning order and progress (order of character introduction is considered to be of little importance), ideal finger movement and posture (support for this topic is currently absent in self-directed learning tools), contracted braille (some teachers introduce simple contractions early on), equipment (typically just paper and typewriters, specialised learning hardware does not yet provide a clear benefit), use of residual vision (can be beneficial or distracting), and group dynamics (peers can boost motivation even without shared classes).

ABSTRACT Given the epistemic invisibility of Sikh cultural practices in mainstream curricula and learners’ limited exposure to minority cultures in Kerala, this paper examines how critical incident exercises (CIEs) can foster intercultural competence among young adult learners. Focusing on Sikh religious and cultural practices such as langar, kirpan, turban, and dietary customs, the exercises prompted them to participate in classroom discussions and write reflective notes. A thematic analysis of their notes establishes CIEs as effectively promoting critical thinking, dialogic learning, and cultural sensitivity. It further underscores the integration of Sikhism into pedagogical spaces, where dominant cultural voices shape cultural assumptions.

ABSTRACT Background: Adverse life experiences evoke thoughts and emotions that may negatively affect adult refugees’ language learning. This may significantly impact the ability to establish their lives in the resettlement country. However, little attention has been paid to adult refugee learners’ own understandings of managing distress following trauma and forced migration while in language learning contexts. Objective: This qualitative study aims to explore how adult refugee learners deal with distressing memories, emotions, and thoughts, and how they make meaning of their coping and learning efforts, situated within a context increasingly shaped by political integration objectives. Methods: We interviewed 22 adult learners from diverse refugee backgrounds (12 men), aged 19–57, attending the Introduction Programme in Norway. We conducted a reflexive thematic analysis of the participants’ narratives. Results: We developed three connected themes offering insight into adult learners’ meaning-making and coping. Theme 1: Preferred learning strategies – tools for managing psychological distress. Theme 2: Pushing aside trauma-related memories, thoughts and feelings to focus on learning. Theme 3: Making temporary breathing spaces to recuperate. Conclusion: Adult refugee learners employ several strategies to cope with their distress while in the Introduction Programme. Teachers’ understanding of their students’ needs and acknowledgement of their strategies could help students to better navigate emotional distress. Insights into trauma-affected adult refugee learners’ experiences and views may guide adult education and other stakeholders in laying the ground for refugees’ coping and learning, ultimately supporting them to establish their lives in the country of resettlement.

Climate variability and unpredictability present animals with challenging physiological and behavioural demands. However, empirical studies on endotherms involving manipulated environmental variability remain limited. This study investigated how temperature variability during development and adulthood, and the effect of mismatch between these stages impact physiological responses and learning performance. Zebra finches (Taeniopygia castanotis) experienced either stable or variable ambient temperature conditions during early development and as juveniles. We assessed the colour-associative learning performance of juveniles (52-62 days old) and measured their accumulated feather corticosterone (fCORT) levels at approximately 80-95 days of age. Birds exposed to variable temperatures during development had higher fCORT levels and longer latency to choice in the learning test than those in stable conditions. However, we found no effect of temperature treatment or fCORT level on associative learning performance, as birds performed equally well under all temperature conditions. Furthermore, higher fCORT levels were associated with lower participation rates. We then randomly assigned half of each family's offspring to the opposite conditions after independence (95 days old) and evaluated whether developmental fCORT levels affected memory retention and adult learning. The behaviour of adult birds differed from that of juveniles and was affected by the mismatched temperature environment. The birds that moved from stable to variable conditions had shorter latency to choice. Contrary to our prediction, memory retention was uniformly high across treatment groups. Temperature variability did not affect associative learning accuracy or long-term memory, but variability was associated with differences in participation and with elevated fCORT.

Background/Objectives: Mental health challenges among university students represent a growing public health concern, underscoring the need to understand how psychological resources shape students’ responses to academic stress. Grounded in the Job Demands–Resources (JD-R) framework, this study examined how academic demands (time pressure, college life stress, and social comparison) and a key resource (social support) relate to academic burnout and whether these relationships are moderated by self-compassion. Methods: Participants were 323 Korean undergraduates, including 187 traditional students and 136 adult learners. A moderated moderation analysis was conducted using PROCESS Model 3 to examine the interactive effects of learner type, self-compassion, and academic demands/resources on academic burnout. Results: College life stress and social comparison showed robust positive associations with academic burnout, whereas time pressure showed a weaker association. Social support was not directly associated with lower burnout; instead, its protective role emerged only at moderate to high levels of self-compassion. Self-compassion also demonstrated a differentiated moderating effect across learner groups. Among traditional students, higher self-compassion weakened the association between social comparison and burnout. Among adult learners, the relationship between social support and burnout varied according to levels of self-compassion. Conclusions: Self-compassion emerged as a developmentally relevant personal resource associated with differences in how academic demands and resources relate to burnout. These findings suggest that the effectiveness of external resources may depend on individuals’ capacity to interpret and utilize them, highlighting the importance of self-compassion in both theoretical models of academic burnout and targeted mental health interventions in higher education.

Adult language learners frequently struggle with possessive pronouns, and classroom evidence confirms these difficulties for learners of German. This study examines the acquisition of possessive agreement in L3 German by L1 Polish-L2 English speakers, focusing on third-person singular pronouns. The primary aim is to determine whether difficulties with possessive agreement arise from structural differences between Polish and German, and to explore the role of developing proficiency in L2 English, a language that is invariably part of the Polish education system, in the acquisition process. Using a subtractive language group design, L3 learners were compared with L1 English-L2 German learners to isolate the effect of Polish. Participants completed an untimed acceptability judgement task comprising felicitous and infelicitous items, further manipulated for possessor gender and for gender match between the possessor and the possessee noun. The results show that both groups performed similarly, indicating no non-facilitative influence from L1 Polish. Moreover, higher general L2 English proficiency predicted better performance in L3 German, suggesting proficiency-dependent facilitation from structurally similar English. Finally, participants' accuracy for infelicitous items was below chance, confirming that possessive agreement constitutes an inherently challenging domain in adult language learning.

ABSTRACT The purpose of this study was to explore Japanese professors’ experiences in teaching adapted physical education (APE) courses to undergraduate students. The study used andragogy theory, which addresses the needs of adult learners in their own education. The research design was a descriptive qualitative design using an in-depth, semi-structured interview approach. Participants (n=8) were eight Japanese APE undergraduate professors that taught an APE course for more than a year, who took part in a 60 minute semi-structured interview about their experiences teaching the course. Three major themes emerged from the analysis: (a) Negotiating roles for student-centered learning; (b) Relevance based student engagement; and (c) Constrained pedagogical and professional renewal. Findings indicate that Japanese APE professors should enhance the quality of APE classes, professors should find meaningful and relevant content and instructional strategies to tailor the class to the needs of the students.