Adult Education Research Articles

Neoliberal higher education restructuring, job satisfaction and professional development of academics

The paper presents the results of a job satisfaction survey conducted among all faculty members of the Aristotle University of Thessaloniki Greece (AUTh), to investigate how the neoliberal restructuring and new managerialism’s changes, affect their multifaceted and contextually determined professional development at the nexus of higher and adult education and lifelong learning policies, in relation to their promotion in academic ranks. A structured questionnaire was developed and administered to 1620 members and answered by 331 (N = 20.43%). The research findings revealed high rates of dissatisfaction with the working conditions, the lack of administrative and material support, the increased workload, the pressure and difficulties in tasks and time management, which hinder opportunities for professional development and promotion.

Vocational knowing and becoming in VET and VTE: How bringing them together can provide new insights for vocational pedagogies

This article addresses how vocational knowing and becoming are cultivated in vocational education and training (VET) as part of upper secondary and adult education, as well as in vocational teacher education (VTE). It is based on a study within a Swedish government initiative aimed at promoting the development of school-relevant research and educational practice in partnership between the academia and the school sector and draws on interviews with VET and VTE teachers. Our findings show that VET and VTE teachers share similar ideas of what a good teacher is and does, and how these qualities are cultivated through participation in various communities of practice. VET and VTE teachers also share ideas of what their students need to become skilled professionals. These ideas include critical judgement, the integration of theory and practice, ethical reflection, and the propensity to handle diversity and relate to the Other. We identify and discuss these as aspects of VET and VTE teachers’ vocational phronesis. Implications for VTE include the need for supporting students’ educational journeys, developing teachings strategies for vocational phronesis and reflecting on the purpose of education.

A narrative inquiry on the experiences of refugee adult learners in community colleges in the southeastern region of the United States

In 2018, the U.S. Refugee Admissions Office reported that a total of 678,082 refugees were admitted into the country in the last 10 years and statistics show a steady increase of refugee admissions. The purpose of this narrative inquiry was to understand adult refugee students’ experiences in higher education in the Southeastern U.S. The research questions that guide this study were: (1) What are the experiences of adult refugees in higher education in the United States? (2) In what ways do they access higher education? and (3) How do they navigate higher education in the U.S. context? By understanding the refugee experience, adult education practitioners and community members can better mediate the impact of marginalization of refugee adult learners.

Forced to Reimagine: Reflections on the Experience of Leicester Vaughan College Community Benefit Society

This article outlines the experiences of two tutors from an adult education department shut down by its higher education institution (HEI). It is a chronological reflective account of how members of the department responded to their exclusion by re-establishing their provision as a cooperative community benefit society (CBS), Leicester Vaughan College (LVC). This response was not only an expression of resistance, but it was an antidote to the neoliberal university system, which all too often undervalues adult education, marginalises adult learners or excludes their education altogether. As educators and students together, the aim was to use our understanding of the processes and practices of higher adult education to reconstruct this provision in a collaborative and cooperative way. Our experience before and after ‘expulsion’, and the reimagination of an alternative future in contrast to the dominant neoliberal model, shines a light on the wider difficulties and inequalities in the HE sector. As we searched (and continue to search) for a ‘happy ending’ with LVC, the multiple hurdles experienced exemplify the difficulties of trying to create a space for a new paradigm within hostile, shifting structures shaped by neoliberal regulatory and economic imperatives. This article finishes by setting out a context in which adult HE and institutions like LVC could flourish.

Cognitive trajectories and their relationships with education and diets among older adults: a network-based 10-year cohort study

ObjectivesFew studies have examined the underlying mechanisms of education, diets, and cognitive function in older adults. This study analyses the relationship between cognitive trajectories, education, and different dietary patterns in older adults from a network perspective, and further explores their longitudinal associations and mediation effects.MethodsData on cognitive trajectories were derived from the Chinese Longitudinal Healthy Longevity Survey (CLHLS) between 2008 and 2018. Group-Based Trajectory Model (GBTM) was used to identify potential heterogeneity in the longitudinal changes in cognitive function. Multinomial logistic regression and network analysis were then applied to examine the relationships between different cognitive trajectories and years of education, food variety (FV), and plant-based dietary patterns. Cross-lagged panel model was used to examine the longitudinal associations between education, FV, and plant-based diet patterns. Furthermore, we constructed a mediation model based on categorical variables for cognitive trajectories to investigate the mediating effect of FV and plant-based diet index on education and cognitive.ResultsA total of 2,115 older adults were included in this study, revealing three distinct cognitive function trajectories. After controlling for potential confounders, education and dietary-related variables were associated with a cognitive stable decline trajectory (OR: 0.857/0.929/1.027) and a cognitive rapid decline trajectory (OR: 0.859/0.914, 95% CI: 0.775–0.882) compared to the cognitive stable trajectory. In the education, diet, and cognition network model, overall Plant-Based Diet Index (PDI) [expected influence (EI) = 1.82] and years of education (EI = 0.54) were the most central domains. There were longitudinal associations between education, FV, and plant-based dietary patterns, which were significant only in the slow decline group. FV acting as a mediator between education and cognitive trajectories.ConclusionYears of education are longitudinally associated with the diet of older adults in the slow cognitive decline group. Food diversity partially mediates the relationship between years of education and cognitive trajectories. Interventions targeting education and dietary behaviors may help alleviate cognitive decline in older adults.

Learning to Share Gendered Military Experiences: An Autoethnographic Exploration of Expressive Writing in Transforming Military Cultures

This article discusses the analytic-evocative autoethnographic exploration of my learning experiences planning for, facilitating, participating in, and reflecting on a series of expressive writing workshops for women-identifying Canadians who have served in the military. I explore how the intersection of expressive writing, adult education, and feminist antimilitarism can inform understandings of individual military service, the collective institution of the military, and transforming military cultures. I detail my methodology of autoethnography, including a discussion of method and analysis, which demonstrates how the core elements of expressive writing and autoethnography are at odds with those of military cultures. For these reasons, expressive writing and autoethnography hold great potential for transforming military cultures, which is why I chose to combine these creative forms of writing and exploration in my research. I explain my thematic findings of: reclaiming military identity, memories, and story through imagination; and, building community through story-telling inspired by shared gendered military experiences. I present a found poem created from my writing during the workshop series that emerged from my thematic findings. I conclude with implications for adult education and autoethnographers in the context of working toward transforming military cultures.

Tactile Maps and the Geographical Reasoning of Blind Youth and Adults in Sobral, Ceará, Brazil

Tactile cartography and the use of tactile teaching resources play a fundamental role in building the geographical reasoning of blind and low-vision students. These resources provide a sensory representation of space, allowing students to explore and understand geographical elements through touch. In this context, this study addresses the complexity of blind students’ cognitive processes when they conceive of geographical space based on the principles of analogy, connection, differentiation, distribution, extension, location and order. In view of this, the aim of this article is to evaluate the challenges and strategies related to the application of tactile cartographic resources, through the use of spatial representations on a local scale with visually impaired students at the Professora Cecy Cialdini Youth and Adult Education Center (CEJA), in the municipality of Sobral, Ceará, Brazil. To this end, three tactile teaching aids depicting local spaces were made using craft techniques and applied in four stages through planned pedagogical practices. With regard to the principles, we concluded that those of location and extension were the most easily assimilated, while those of distribution and spatial order required more time and effort on the part of some students. We therefore conclude that adapting teaching resources to tactile cartography represents a significant step forward in promoting geography education for all, helping to build a more equal and inclusive society. Finally, it is hoped that this work will encourage the adoption of accessible methodologies, promoting a more inclusive, meaningful and transformative geographical education.

Self‐directed learning—a framework for inclusion ‘In’ and ‘Through’ Education – A systematic review

AbstractThere is a dearth of knowledge regarding how self‐directed learning and inclusion relate as concepts. In this paper, we explore how self‐directed learning and inclusion are discussed together in the educational literature. With the aim of advancing our conceptual and theoretical understanding in this regard, we present the findings of a systematic review that critically explores the relevant literature on self‐directed learning and inclusion. We included peer‐reviewed texts with an explicit focus on both inclusion and self‐directed learning in any educational phase. There were no restrictions on date of publication or methodology adopted. We searched five databases in July 2023: British Education Index, Education Research Complete, ERIC, International Bibliography of the Social Sciences, Australian Education Index, and Web of Science. We located 19 studies published in the past 15 years—8 studies concerned childhood education settings and 11 studies were written in the context of adult education, with the majority from higher education. We analysed the texts using thematic analysis and key findings were that: (1) self‐directed learning can be used as a framework to promote both inclusion ‘in’ education (as in pedagogical methods and strategies) and ‘through’ education (as in educational products and outcomes); and (2) engaging with self‐directed learning has the potential to further inclusion and social justice aims in education. However, these findings can only be interpreted by taking into consideration the tensions associated with inclusion that were rarely acknowledged in the included studies. Context and implicationsRationale for this study: To date there is limited literature on how self‐directed learning and inclusion relate to each other.Why the new findings matter: Our findings suggest that the connections between self‐directed learning and inclusion are not unproblematic, which reflects the complexities of inclusion.Implications for teachers and researchers: Key insights gained through this process include that (1) self‐directed learning can be used as a framework to promote both inclusion ‘in’ education (as in pedagogical methods and strategies) and ‘through’ education (as in educational products and outcomes); and (2) engaging with self‐directed learning has the potential to further inclusion and social justice aims in education. However, it is essential to consider that the majority of studies reviewed in this present work were small‐scale and cross‐sectional in nature. Therefore, this field remains an important open door for further research.

“Yeah, But I Don’t Speak English”: Critical Language Portrait Dialogues with Adult Multilingual Language Learners

ABSTRACT This study seeks to understand how adult Emergent Multilingual Language Learners (EMLLs) constructed their linguistic identities during the COVID-19 pandemic in response to English-only ideologies that view white bilingualism as an asset and racialized bilingualism as a deficit. To answer this question, adult EMLLs created online language portraits to represent their past, present, and future linguistic identities and then engaged in dialogue with one another about them. The results revealed that the participants have experienced the raciolinguistic chronotopes of anxiety, resistance, and deferral. These findings suggest a need for implementing transformative strategies like translanguaging pedagogy in adult education as well as a greater emphasis on multilingual and transnational experiences in policy reform.

Can voluntary adult education reduce unemployment? Causal evidence from East Germany after reunification

After the German reunification in 1990, East Germany transitioned from a centrally planned economic system to a market economy. To tackle surging unemployment, upskilling through adult education was deemed essential at the time. Besides substantial mandatory training programs provided by active labor market policies, Volkshochschulen (VHS) were the most important providers of voluntary adult education. Based on newly digitized data, we estimate how VHS courses affected unemployment in a county-level analysis of East Germany between 1991 and 2002. Our identification strategy employs the decentralized expansion of courses, which led to substantial, quasi-random variation in their regional supply. We do not find any significant effects of VHS courses on subsequent unemployment. Lacking labor demand and low market dynamics may have restricted the realization of education effects. Regional disparities support this notion: In counties bordering West Germany, courses reduced unemployment. Our results hint towards multiple mechanisms at play, as both work-related and recreational courses were found to be effective in border counties.

Population aging, Chair of Older Adults in the Isle of Youth and development

Introduction: This research projects a current topic related to population aging and the functioning of the University Chair for the Elderly on the Isle of Youth.Objective: To analyze the aging process in Cuba, as well as the functioning of the University Chair for the Elderly on the Isle of Youth.Development: A qualitative approach was used, combining methods to obtain data through observations, interviews, documentary analysis, personal experiences and narratives to explore objectives, nature, possibilities and limitations of the program. The educational program is highly valued in increasing the self-esteem of the elderly, resulting in positive success in the elderly people who make up the chair, increasing awareness of the importance of caring for the elderly.Conclusions: Adult education in Cuba favors the continuous and permanent education of this population sector to put them at the level of technological, social and scientific changes and developments in the current context, thus enabling the increase in their well-being and quality of life. The participants of Isla de la Juventud demonstrate personal successes in the development of skills to face aging and cooperate with the development of society.

Virtual Food Safety Education Programs Reveal Significant Opportunities for Accessible and Effective Distance Learning

The demand for food safety extension programing continued throughout the COVID-19 pandemic, even as in-person training was restricted for over a year in the U.S. Consequently, innovation in virtual education occurred rapidly. Here we share the outcomes from our experience offering 23 courses to >2,000 very small food processors in 11 states between 2020 and 2021. Courses were taught in English and Spanish, offered in both synchronous and asynchronous modalities, and varied in structure, in collaboration with our in-state partners. Our goal is to provide successful strategies rooted in the pedagogy of adult education to help direct future work in virtual food safety education. For example, a clear positive outcome involved improved accessibility among audiences due to reduced travel costs and increased audio-visual options. The use of Universal Design for Learning and Resilient Pedagogy frameworks supported participant engagement, which could also be enhanced through the use of chat functions, breakout rooms, office hours, and applying Bloom’s taxonomy to learning outcomes in food safety education. Positive participant feedback suggested that, now that restrictions relaxed, the opportunities available in virtual food safety education will remain an important, complementary option to in-person trainings to improve accessibility, engagement, and learning outcomes in the future.

Effectiveness of Educational Intervention Regarding Polycystic Ovarian Syndrome Among Undergraduate Students of Tanahu

Background: PCOS is a complex endocrine disorder characterized by hormonal imbalances, reproductive irregularities, and metabolic disturbances. The overall objective was to find out effectiveness of the educational intervention on knowledge on polycystic ovarian syndrome among undergraduate students. Methods: This true experimental study design was carried out in a selected campus of Tanahun district. The study population was undergraduate students who were 18 years and above. A systematic random sampling technique was adopted to select the sample. Data was collected by a pre-tested self-administered questionnaire before educational intervention. The questionnaire was developed by the researcher herself/himself through consulting subject experts and searching literature. The educational intervention package was developed. After three weeks of intervention, a posttest was conducted. The data was entered on SPSS 21.0 version and the result was analyzed by using descriptive statistics and inferential statistics. Results: The knowledge levels of respondents before and after the intervention, along with a control group show that in the pre-intervention phase, a substantial majority of students (96.6%) had an unsatisfactory knowledge level, while only 3.4% fell into the satisfactory category. Following the intervention, with 100% of students achieving a satisfactory knowledge level. In the control group there is a maintained high percentage of unsatisfactory knowledge pre-intervention (98.3%), with a marginal decrease to 96.6% post-intervention. In a study the intervention group showed a significant increase in knowledge with a median pretest score of 3 rising to 28 posttest. Their change score of 25 was highly significant (p=0.00). The control group had a smaller increase from a pretest score of 0 to 2 posttest, with a change score of 2 and a significant p value indicating the intervention’s effectiveness. Conclusion: The positive outcomes observed in this study underscore the importance of an educational initiative in the broader context of health education for young adults.

Use of the Baidu Index to Analyze Spatiotemporal Characteristics of Online Attention to Adult Education

Purpose: This study aims to analyze the spatiotemporal evolution of public attention to "adult education" over the past decade. Methods: Using Baidu Index data from January 1, 2014, to November 1, 2024, we examined search trends, demand distribution, and user characteristics through trend research, demand mapping, and user profiling. Results: The online search index for adult education shows a fluctuating upward trend, with peaks in April and October each year. Demand mapping indicates interest in areas such as adult college entrance exams, self-study exams, educational institutions, exam schedules, registration, major selection, tuition, and application procedures. User profiling reveals higher attention from males aged 30~39 in Guangdong Province. Conclusion: Changes in online attention to adult education correlate closely with career aspirations, policy announcements, and social contexts.

Adult educators as lifelong learners in Singapore: factors influencing lifelong learning participation and professional growth

Adult educators as lifelong learners in Singapore: factors influencing lifelong learning participation and professional growth

Learning Objectives in Older Adult Digital Education - Redefining Digital Inclusion

The article explores the redefinition of learning objectives within the context of digital education for older adults, addressing the critical need to enhance digital inclusion. It emphasizes the centrality of learning objectives as foundational elements in the design, implementation, and evaluation of educational programs. The study underscores the necessity of revising these objectives to promote the development of digital competences among older adults. As society becomes increasingly digitalized, traditional educational models must evolve to accommodate the dynamic digital landscape. The REMEDIS research initiative seeks to modernize educational frameworks and establish a more effective approach to cultivating digital skills in older populations. By employing SMART criteria and leveraging the expertise of senior and future trainers, the study identifies 12 key categories for contemporary educational objectives, including: basic computer and mobile device use, digital terminology, email communication, cybersecurity, online information retrieval, social media usage, instant messaging, culture and entertainment access, online financial management, e-commerce, smartphone software applications, and time management. The qualitative analysis of digital education objectives for older adults reveals a spectrum ranging from basic digital literacy to advanced e-service utilization, while also highlighting the importance of aligning these objectives with the practical needs of older adults.

Education and conflict in the "150 hours" for the right to education. A critical pedagogy reading between theoretical models and procedural developments in adult education

The work addresses the issue of the “150 hours for the right to education” from a pedagogical and historical-educational perspective, moving through four thematic stages. Firstly, the experience of the 150 hours will be outlined as a trade union strategy that attempted to strengthen social conflict and educational planning in public schools; this will be connected to the anti-authoritarian motive that, since '68, has been re-elaborated within the movement. Subsequently, emphasis will be placed on the pedagogical professionalism as it also emerged in the academic debate of the time, particularly in the Marxist area. Finally, some insights will be proposed on the experience of the 150 hours in the territories of Bologna and Reggio Emilia. The purpose of the work is to provide an interpretation, also through the examination of archival documentation, of the experience, identifying the historically defining reasons and the points of interest for a contemporary critical pedagogy approach.

Application of educational simulations in the process of adult education

The article analyzes modern research on the application of simulation games in the process of adult education, in particular in such areas as medicine, aviation, jurisprudence and pedagogy. The advantages of such training methods are noted, in particular, the development of practical skills in a safe environment. The article describes in detail the different types of simulations, such as virtual reality, augmented reality, role-playing and computer simulations, and provides examples of their successful use. In particular, the use of the Body Interact platform for the training of medical professionals, flight simulators for pilot training, and role-playing games in the simulation of court processes and the training of teaching staff are analyzed. It is noted that one of the key advantages of educational simulations is the opportunity to practice practical skills in a safe environment, which is especially relevant for professions that require a high level of responsibility. Also, simulations promote the development of critical thinking, decision-making and teamwork. The article emphasizes the importance of integrating simulation technologies into the educational process. The authors offer recommendations on the development of effective simulation scenarios, the selection of appropriate equipment, and the organization of the educational process. The authors reveal the potential of educational simulations to increase the effectiveness of adult learning and provide recommendations for the optimal integration of these technologies into the educational process.

Prehypertension and Hypertension among Nursing Students in Southwest Nigeria

Background: Hypertension, also known as the "silent killer", constitutes a major threat to the health of people all over the world. It can start during adolescence and continue into adulthood. It is often difficult to diagnose early in adolescents and youths because they are otherwise healthy. Therefore, the risk of presenting with complications and target organ damage is high in them. Objective: To determine the prevalence of prehypertension and hypertension among Nigerian nursing students. Methods: A retrospective study of 216 students admitted into the College of Nursing between 2019 and 2021 was done. The gender, age, weight, height and blood pressure were retrieved from the medical records. Results: The prevalence of prehypertension and hypertension were 31.0% and 2.8%, respectively. Prehypertension was higher among females and overweight students, while hypertension was higher among males and obese participants. Hypertension was significantly associated with gender and body mass index. Conclusion: The prevalence of prehypertension was high in this study. Therefore, there is a need for regular screening and health education of young adults on prehypertension to prevent progression into hypertension in later life.

Зеленые насаждения города Тюмени в экологическом образовании и семейном отдыхе

The issues of organizing family recreation and environmental education for children and adults based on the resources of green spaces in the city of Tyumen are considered. Particular attention is paid to green spaces of general and limited use and examples of some forms of environmental and local history activities organized by students and teachers of Tyumen State University are given. The importance of designing educational ecological trails and excursions on the green spaces of the city for education and family recreation has been determined.