JournalTOCs

Journal of Adult and Continuing Education
Journal Prestige (SJR): 0.109

Number of Followers: 31

Hybrid journal (It can contain Open Access articles)
ISSN (Print) 1477-9714 - ISSN (Online) 1479-7194
Published by Sage Publications

[1176 journals]

Contextual cognition of agricultural education peda-andragogical praxis in
the South African higher education institutions: A systematic review
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  Authors: Tshepo Teele; Faculty of Humanities, 71795Central University of Technology, Bloemfontein, South Africa
  Abstract: Journal of Adult and Continuing Education, Ahead of Print.
  Agricultural education in South Africa is defined entirely in the context of applied and natural sciences and has not yet positioned itself in the frame of educational sciences. Many agricultural graduates without an educational background pursue educational careers. The absence of dedicated agricultural education research centres perpetuates the dependency on applied and natural sciences alone. This dependency has allowed neglect of the rigorous teaching and learning research and development of agricultural education. This mispositioning has led to neglect in the investigation of pedagogic and andragogic praxis in higher education institutions. To understand the status quo of academia as it relates to agricultural education, a systemic analysis of the past decade’s agricultural education research conclusions was conducted. The study exposes the reality of teaching and learning from agricultural research in South African academia and how agricultural education has progressed over the past decade. This intellectual piece validates the need to rethink agricultural education as it relates to teaching and learning in basic education, higher education, and adult learning in research discourse. Consequently, it legitimises the need for agricultural educators and trainers who are grounded in the more current and humanised methods of teaching agriculture while understanding how children and adults learn.
  Citation: Journal of Adult and Continuing Education
  PubDate: 2025-02-26T12:59:57Z
  DOI: 10.1177/14779714241309561
Higher education reaching for UN goals
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  Authors: Michael Osborne, Hans Schuetze; University of Glasgow, Glasgow, UKDepartment of Economics, University of Johannesburg, South Africa, , Hans SchuetzeDepartment of Educational Studies, University of British Columbia, CanadaSchool of Education, University of Glasgow, UK
  Abstract: Journal of Adult and Continuing Education, Ahead of Print.
  
  Citation: Journal of Adult and Continuing Education
  PubDate: 2025-02-08T09:37:37Z
  DOI: 10.1177/14779714251319118
Physical therapists in the U.S. reentering practice: Considerations for
regulators and educators about the effects of disuse on performance
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  Authors: Catherine M Dower, David Z Hambrick; Berkeley, CA, USA, , David Z HambrickIndependent Scientific Consultant, Lansing, MI, USADepartment of Psychology, Michigan State University, Lansing, MI, USA
  Abstract: Journal of Adult and Continuing Education, Ahead of Print.
  Limited empirical evidence exists to describe and classify the effects of professional inactivity on the competence of physical therapists (PTs) and physical therapist assistants (PTAs) who may return to practice after extended absences from patient care. This article presents results of the first empirical study concerning the nature of PT and PTA critical work activities (CWAs) and of the impact of disuse on competence in these CWAs for providers. Some areas of practice were judged by subject-matter experts to be more significantly impacted by disuse relative to others. Moreover, some areas of practice were judged to be returned to minimal competence within short amounts of time while other areas were judged to require more time. The results justify regulatory interventions and re- or continuing education for PTs and PTAs seeking to return to clinical practice after significant periods of inactivity.
  Citation: Journal of Adult and Continuing Education
  PubDate: 2025-01-21T12:05:23Z
  DOI: 10.1177/14779714241313211
Upskilling and reskilling in the United Arab Emirates: Future-proofing
careers with AI skills
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  Authors: David Santandreu Calonge, Firuz Kamalov, Pablo Medina Aguerrebere, Leisa Hassock, Linda Smail, Dima Yousef, Dimple R. Thadani, Theresa Kwong, Nadia Abdulla; Learning, Hong Kong Baptist University, Hong Kong SAR, , Nadia AbdullaDivision of Health Research, 4396Lancaster University, Lancaster, UK
  Abstract: Journal of Adult and Continuing Education, Ahead of Print.
  The rapid evolution of technology, particularly in artificial intelligence (AI), is reshaping the global job market at an unprecedented pace. This transformative wave presents challenges and opportunities, especially for the United Arab Emirates (UAE), as it endeavours to future-proof its workforce. This article examines the imperative of upskilling and reskilling as a strategic response to the dynamic demands of the contemporary job landscape in the UAE. Focusing on the pivotal role of AI skills, the paper explores the current state of the UAE workforce, highlighting the vulnerabilities of existing job roles and industries to technological disruptions. The global context of upskilling initiatives provides a backdrop to understand the urgency of this issue and offers insights into successful implementation strategies.
  Citation: Journal of Adult and Continuing Education
  PubDate: 2025-01-21T02:08:04Z
  DOI: 10.1177/14779714251315288
School failure and life trajectories
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  Authors: Pandelis Kiprianos, Ioannis Mpourgos; Ioannis Mpourgos37795University of Patras, Patras, Greece
  Abstract: Journal of Adult and Continuing Education, Ahead of Print.
  Student dropout is a universal social phenomenon, and several definitions are used to analyse it. In our paper, the term refers to those who have not completed Greece’s 11-year compulsory education. Our purpose is to investigate the consequences of student dropout in Ilia, Western Greece, a region which traditionally has very high dropout rates. We investigate how those who drop out perceive, live, and make sense of the consequences of not completing compulsory education. We conducted 64 semi-structured interviews in 2018 and 2019 with people aged 17–50 who had abandoned primary or low secondary school between 1980 and 2015. The sampling technique used was ‘theoretical sampling’. The inductive categorization system consists of 6 categories and 15 subcategories. We concluded that not completing compulsory education has consequences for most people that are not limited to the professional field, although some of them do state that they do not experience negative consequences. An integrated educational policy on student dropout must also consider this dimension.
  Citation: Journal of Adult and Continuing Education
  PubDate: 2025-01-18T02:09:15Z
  DOI: 10.1177/14779714251314681
Impact of international professional mobility programmes: A systematic
literature review
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  Authors: Natalya Hanley, Lorena Sanchez Tyson, Zhe Wang, Joonghyun Kwak, Ahmad Akkad, Ilka Vari-Lavoisier, Maia Chankseliani; Oxford, UK, , Lorena Sanchez Tyson3769University of Hertfordshire, Hatfield, UK, , Zhe Wang, Joonghyun Kwak, Ahmad Akkad, Ilka Vari-Lavoisier, Maia Chankseliani6396University of Oxford, Oxford, UK
  Abstract: Journal of Adult and Continuing Education, Ahead of Print.
  This systematic review explores the impact of international professional mobility (IPM) programmes for continuing professional development by addressing two key research questions: (1) What is the impact of IPM on participants' (2) What contributions do participants make at organisational, community, and national levels after participating in IPM' Drawing on 78 peer-reviewed studies and employing a Mixed-Methods Research Synthesis approach, this review provides a comprehensive analysis of how IPM fosters professional expertise, intercultural competencies, and career advancement, while also generating broader societal impacts. Despite reintegration challenges – such as resistance to new ideas and weakened domestic networks – participants contribute significantly to organisational innovation, community engagement, and cross-border collaboration. The review identifies three pressing areas for future research: the need for detailed analysis of specific programme characteristics, the complexities of post-mobility reintegration, and the fragmented use of theoretical frameworks in the existing literature. By synthesising the evidence, this review offers critical insights for policymakers, funding agencies, programme designers, and participants aiming to maximise the professional and societal value of IPM initiatives.
  Citation: Journal of Adult and Continuing Education
  PubDate: 2025-01-17T07:07:06Z
  DOI: 10.1177/14779714241311007
Seeking continuities and discontinuities in the European policy agenda(s)
for adult learning – Reflections on purposes and governance
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  Authors: Paula Guimarães, Rosanna Barros; Universidade de Lisboa, Lisboa, Portugal, , Rosanna Barros70985University of Algarve & CIED, University of Minho, Portugal
  Abstract: Journal of Adult and Continuing Education, Ahead of Print.
  This article focus on what is and isn’t ‘new’ in the most recent European Union (EU) key policy document for Adult Learning (AL), because it claims (in its own title) that it will constitute a basis for a ‘new’ agenda. As this document has been much disseminated to Member States, we think it is important to analyse its evidence of the ‘new’ determined by comparing the 2021 Council Resolution [the ‘New European Agenda for Adult Learning 2021–2030’ (CEU, 2021)] with the two other previous EU’s key policy documents for AL [the ‘Renewed European Agenda for Adult Learning’ (CEU, 2011) and the ‘Adult Learning: It is Never too Late to Learn’ (CEC, 2006)]. By highlighting how the discourse of the ‘new' is used in the European policy agenda(s) we expect to give an interesting contribution for the actors that, in each country, are looking for policy implementation beyond rhetoric statements. From this analytical angle, we use an adult education policy discourse analytical model as a theoretical framework to seek for continuities and discontinuities in purposes and governance of AL in the EU. Thus, we seek the policy approach and educational rationale supporting what is claimed by the Commission of the EU to be explicitly ‘new’ in the most recent AL key policy document (which has significantly been entitled ‘The New European Agenda for Adult Learning 2021–2030’). The core results of a comparison focussed on the educational aims, vision and policy purposes as well as main governance mechanisms of these three key documents, suggest that the ‘new’ in the CEU (2021) document (also known in the literature as the NEAAL 2030) is not really ‘new’. Instead, the recent document reflects and maintains trends within previous rationale dating from 2006 and 2011, with policy priorities rooted in the logic of human resources management, as well as governance trends based on multilevel coordination at the European level. Here, the modernising trend toward a framework of control and standardisation, according to our theoretical model, seems to have gained momentum as a political rationale over the last 15 years. We argue those set of major continuities were, indeed, assisted by the discursive power of the ‘new’, which is a hyperbole favourable to the political purpose of disseminating an educational rationale of functional adaptation whose AL guidelines can influence the national policy implementation in the current contexts of Europeanisation.
  Citation: Journal of Adult and Continuing Education
  PubDate: 2025-01-16T06:53:16Z
  DOI: 10.1177/14779714241306722
Examining the influence of teachers’ online teaching preparation on
Chinese adult language learners: Testing the mediation of learner control
and learning motivation
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  Authors: Yuting Ding, Chengjingyan Liu, Chia Ching Tu; Chengjingyan Liu, Chia Ching Tu1Beijing Hospitality Institute, Beijing, China2Western National Copyright Exchange, Xi’an, China367996Krirk University, Bangkok, Thailand
  Abstract: Journal of Adult and Continuing Education, Ahead of Print.
  To explore the effects of online teaching preparation on Chinese adult language learners, this study used the Questionnaire Star platform to conduct a closed-ended survey of Chinese adults who participated in online foreign language courses. In total, 207 participants were obtained using random sampling. The survey incorporated the (teacher preparedness scale, self-control scale, learning motivation scale, and learning effect scale). The survey items were rated on a five-point Likert scale. SPSS and AMOS were used for reliability and validity analysis and hypothesis verification. The adult language learners’ perceptions of the online preparation predicted learning effect, and these effects were mediated by the learners’ self-control and learning motivations. Given these findings, teachers are encouraged to engage in online training. Additionally, online teaching preparation methods and online language learning courses should be improved. Teachers should evaluate the self-control of Chinese adult language learners in online courses and provide sufficient academic guidance. Teachers should also determine the learning motivation of Chinese adult language learners, apply incentives and assessment methods, and increase learners’ interest to improve online language learning.
  Citation: Journal of Adult and Continuing Education
  PubDate: 2025-01-16T03:51:57Z
  DOI: 10.1177/14779714241310137
Living museums of Thailand: Exploring floating markets as cultural hubs
for lifelong learning
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  Authors: Dech-siri Nopas; Department of Vocational Education, Faculty of Education, 54775Kasetsart University, Bangkok, Thailand
  Abstract: Journal of Adult and Continuing Education, Ahead of Print.
  This study explores the role of floating markets in Thailand as informal educational environments, framing them as living museums that contribute significantly to cultural preservation and lifelong learning. Through a qualitative case study approach, involving 23 participants – including market vendors, visitors, community leaders, and cultural experts – the research examines how these markets facilitate experiential learning, cultural transmission, and social cohesion. The findings highlight the active involvement of community elders in preserving cultural practices and the challenges of balancing commercial and educational objectives within these spaces. The study reveals that floating markets offer rich, hands-on learning experiences that deepen visitors’ understanding of Thai culture, fostering a sustained interest in cultural engagement. These markets also serve as vital venues for intergenerational learning, reinforcing community bonds and supporting the principles of lifelong learning. The research underscores the need for museum education programs to incorporate more experiential learning elements and engage cultural custodians in educational planning. It also suggests strategies for harmonizing commercial and educational goals to ensure the sustainability and impact of cultural heritage sites. This study contributes to the broader understanding of informal learning environments and their significance in promoting lifelong learning and cultural preservation.
  Citation: Journal of Adult and Continuing Education
  PubDate: 2025-01-09T06:55:54Z
  DOI: 10.1177/14779714241312648
‘It would be very strange to make an artificial cut off point at 18 that
trauma suddenly isn’t relevant’ – Perspectives of trauma-informed
practice in higher education
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  Authors: Kalum Bodfield, Aisling Culshaw; 5289Manchester Metropolitan University, Liverpool, UK, , Aisling CulshawSchool of Education, 151597Liverpool John Moore’s University, Liverpool, UK
  Abstract: Journal of Adult and Continuing Education, Ahead of Print.
  Student mental health in the United Kingdom (UK) remains as key priority on the agenda of many Higher Education (HE) institutions. Current mandatory education in the UK provides guidance around supporting the mental health and wellbeing of children and young people, acknowledging that much of the origins of psychological distress and mental illness stems from experiences of trauma. Despite this, trauma-informed practice in HE appears out of sync with mandatory education with no clear national guidance. Therefore, it is of interest to explore HE professionals with teaching responsibilities perspectives of trauma-informed practice in universities, including their awareness of the concept and how applicable and appropriate it is for HE pedagogic practice. The study examines the views of HE professionals from English universities through online or face to face interviews. Seven themes were identified following thematic analysis. These themes represented the recurring discussions, concerns and thoughts outlined by HE professionals in relation to how they perceive trauma informed practice, how or indeed if it is currently applied, and how it can be applied given the concerns about the remit and role of staff and the limitations of HE in UK universities.
  Citation: Journal of Adult and Continuing Education
  PubDate: 2024-12-20T09:10:18Z
  DOI: 10.1177/14779714241308505
Maximising the value of research projects for sustainable society
development: The triple S system of social impact assessment – A case
study of Chulalongkorn University research projects, Thailand
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  Authors: Sornnate Areesophonpichet, Nuttaporn Lawthong, Thitirat Panbamrungkij; Nuttaporn Lawthong15201Faculty of Education, Chulalongkorn University, Bangkok, Thailand, , Thitirat PanbamrungkijCenter of Excellence in Geography Geoinformatics, Department of Geography, Faculty of Arts, 26683Chulalongkorn University, Bangkok, Thailand
  Abstract: Journal of Adult and Continuing Education, Ahead of Print.
  This study develops an SDG-aligned social impact assessment (SIA) system for five Chulalongkorn University research projects, in Thailand. Employing mixed methods in an exploratory sequential design, the first phase involves qualitative data collection, including focus groups and field studies, to establish the SIA system. The second phase employs quantitative data collection and applies SIA and social return on investment (SROI) approaches to evaluate these projects. The study yields the ‘triple S system’ (3S), comprising three components: strategic SDGs (S1); social impact assessment models (S2) encompassing goal-based, expert, and development evaluations; and SIA steps (S3), including the six-step ‘3I3S process’. These steps involve SDG indicator mapping (I1), impact pathway analysis (I2), identification of output, outcome, and impact indicators (I3), site visits and focus groups (S1), SROI analysis (S2), and summarisation of SDG social impact assessment results (S3). The study reveals alignment with specific SDGs (2, 4, 5, 8, 11, and 17) across the five projects. Projected 5-year SROI assessments range from 1.25 to 9.82. This dynamic system effectively monitors project progress toward social impact while identifying opportunities for enhancing the SIA process. This study contributes an SDG-aligned SIA system to enhance research project impact assessment, fostering more effective, sustainable, and socially beneficial initiatives.
  Citation: Journal of Adult and Continuing Education
  PubDate: 2024-12-12T10:02:32Z
  DOI: 10.1177/14779714241306883
The Third Sector’s contribution to the implementation of adult
education policies
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  Authors: Paolo Di Rienzo, Giovanni Serra, Maria Caterina De Blasis; Giovanni Serra, Maria Caterina De BlasisDepartment of Education, 19012University of Roma Tre, Rome, Italy
  Abstract: Journal of Adult and Continuing Education, Ahead of Print.
  The European Union’s policies on lifelong learning, initiated in the 1990s, have significantly influenced the development of Italy’s legislative framework in this area. This paper presents the key findings from a series of collaborative research projects conducted between Roma Tre University and the National Forum of the Third Sector. Undertaken between 2016 and 2023, these participatory studies focused on experiential learning among individuals employed within these organisations, as well as methodologies for competence recognition. The research on experiential learning has elucidated that all human activities can serve as learning opportunities, provided individuals engage in reflective practices to derive meaning from them. Within the contexts of lifelong and lifewide learning, the validation of non-formal and informal learning offers significant benefits for adults, fostering personal, social, civic, and occupational development, while reducing barriers to re-entry into formal education systems. For initiatives within non-profit organisations aimed at facilitating validation processes, a deeper understanding of the competences cultivated through such experiences is essential. The presence of recognised standards is deemed a crucial formal prerequisite for validation. The frameworks emerging from the presented studies demonstrate that activities within the Third Sector primarily promote the development of transferable competences, crucial for both enhancing technical–professional skills and fostering conscientious and proficient conduct in social and civic engagement. In this context, engagement in the Third Sector emerges as a catalyst for nurturing citizenship competences vital for navigating national and international transitions, promoting social cohesion, and advancing democracy. Through the findings of these studies, the Italian Third Sector has played a significant role in shaping public policies concerning lifelong learning and the validation of experientially acquired competences, notably regarding the incorporation of transferable competences into the National Repertoire. Additionally, some lines of action for influencing the implementation of validation policies at the European level will be discussed.
  Citation: Journal of Adult and Continuing Education
  PubDate: 2024-12-11T08:02:00Z
  DOI: 10.1177/14779714241305000
Instructional strategies for nurturing critical thinking skills in
non-formal secondary education in Tanzania
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  Authors: Tulia Deo Michael, Rose Ephraim Matete; Continuing Education, College of Education, 333287The University of Dodoma, Dodoma, Tanzania
  Abstract: Journal of Adult and Continuing Education, Ahead of Print.
  In this study, we explored the contribution of instructional strategies in nurturing critical thinking skills in Non-Formal Secondary Education (NFSE) in Tanzania. It was carried out in the Dar es Salaam Region. A qualitative approach with phenomenology design was employed and it involved 44 learners and 8 teachers making a total of 52 participants. Data were collected through interviews, focus group discussions (FGD), document analysis, and observations and were analysed thematically. The findings indicate that teachers in NFSE mostly employed the lecture method in teaching. Although problem-solving, questions and answers, group discussion, and oral presentation were viewed to contribute towards the inculcation of critical thinking, such methods were rarely employed by teachers. It was further found that teachers used questions and answers to enable learners to pass the National Examinations and most of the people who taught in NFSE did not attend teacher education that could help them possess the pedagogical knowledge and skills to nurture critical thinking in learners. The key argument in this study is that if NFSE is to inculcate critical thinking in learners, teachers need to use interactive instructional strategies. For this to take place, training programmes for teachers in pedagogical knowledge and skills are imperative.
  Citation: Journal of Adult and Continuing Education
  PubDate: 2024-11-26T10:48:17Z
  DOI: 10.1177/14779714241298236
Sustainable design education: Explorations of the meaning of the
consciously responsible communication design student in higher education
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  Authors: Victoria Newton, Thomas Ellis; Thomas Ellis5995Northumbria University, Newcastle upon Tyne, UK
  Abstract: Journal of Adult and Continuing Education, Ahead of Print.
  There is general consensus within students and staff in higher education that designers have to be ‘eco-conscious’, making decisions every day that will consciously or non-consciously impact their carbon footprint in multiple ways, from the files they are saving, to the designs they are creating. However, in further/higher education, it is still not discussed widely, or in depth, as part of delivery. In communication design, this is particularly difficult, due in part to the multiple, nuanced considerations surrounding methods, processes, practices, and outputs listed as part of the discipline. This paper will specifically explore issues of student perception around relevance, and personal choice verses institutional expectations which internally shape working practices in academia, and beyond into their professional lives. By using data and insights gathered from interviews and focus groups of current communication design students, this paper discusses the relationship of the design student, their creative process, and the value of the practice when considered against sustainability within pedagogy and practice, leading to the need for delivery to be shaped towards the agenda more definitively, relevantly, and in parallel to learning outcomes and assessment.
  Citation: Journal of Adult and Continuing Education
  PubDate: 2024-11-25T10:05:17Z
  DOI: 10.1177/14779714241298235
Exploring the influence cognizance on academic performance in adult
literacy initiatives
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  Authors: Abdelilah El Meniari, Driss Ait Ali, Younes Rami, Laila Arif, Murat Yildirim, Lukasz Szarpak, Mimoune Saidi, Hanane El Ghouat, Mohamed Makkaoui, Amelia Rizzo, Francesco Chiricco, Hicham Khabbach; Driss Ait AliLaboratory of «Morocco, history, Theology Human Sciences Saïss, 107907Sidi Mohamed Ben Abdellah University, Fez, Morocco hicham.khabbache@usmba.ac.ma
  Abstract: Journal of Adult and Continuing Education, Ahead of Print.
  Cognizance, or the self-awareness individuals have of their cognitive processes, is a critical factor in adult learning and literacy, which are fundamental for personal and social development. This study aims to explore the psychometric properties of the instrument used and investigate how cognizance affects the academic achievement of new learners in literacy programs in Morocco. The research included 560 male and female learners, who were assessed using a cognizance scale designed for novice learners. The results showed significant correlations between cognizance and academic performance among these learners, indicating their ability to continue learning independently despite facing new challenges in learning to read, write, and do mathematics. This suggests that learners can overcome challenges through self-representation, self-regulation, self-adaptation, and understanding their abilities. This study has implications for improving education and developing programs to enhance cognizance and adult learning, as well as strategies to combat illiteracy. It also aims to deepen human understanding and enrich societies with knowledge and culture.
  Citation: Journal of Adult and Continuing Education
  PubDate: 2024-11-25T09:40:12Z
  DOI: 10.1177/14779714241302913
Progress and prospect of digital transformation of higher education in
China: Bibliometric and visualized analysis
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  Authors: Le Kang, Xiaoyu Xu; 255310Southern University of Science Technology, Shenzhen, China, , Xiaoyu XuGraduate School of Education, 12399Dalian University of Technology, Dalian, China
  Abstract: Journal of Adult and Continuing Education, Ahead of Print.
  SDG4 calls for ensuring inclusive and equitable quality education while promoting lifelong learning opportunities for everyone. To achieve this, there’s a need to advance digital education to support personalized and lifelong learning by broadening access to high-quality educational resources. Higher education models are continually evolving to seize new opportunities that facilitate the deep integration of digital technology with education. Chinese government holds high expectations for digital education, aiming to foster comprehensive individual development and contribute to the United Nations 2030 SDGs. This paper clarifies the distinction between the concepts of digital transformation in higher education and visualized analyses of academic achievements in this area. By utilizing bibliometrics and knowledge graph technology, this paper examines the general trends, evolutionary features, and frontier topics related to digital transformation in Chinese higher education. The analysis is based on relevant literature sourced from the CNKI database, covering the period from 2000 to 2023. Furthermore, this paper combines with the CIPP model to propose a comprehensive theoretical framework and practical guidance for digital transformation in higher education, addressing the aspects of context, input, process, and progress.
  Citation: Journal of Adult and Continuing Education
  PubDate: 2024-11-15T06:55:52Z
  DOI: 10.1177/14779714241300086
Do I want to study psychology and why' Can I succeed in blended learning'
The perseverance and changes in success expectancies and the subjective
task value of non-traditional Swiss students
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  Authors: Bartlomiej Chrobak, Ana Rexhepi, Rosemonde Rauch, Laurence Gagnière; Ana Rexhepi, Rosemonde Rauch, Laurence Gagnière648825Faculty of Psychology, UniDistance Suisse, Brig, Switzerland
  Abstract: Journal of Adult and Continuing Education, Ahead of Print.
  Non-traditional students in higher education have been increasing in numbers, and blended learning is considered a learning environment which often meets their special needs. However, dropout seems to be a major challenge. The goal of the current research was to investigate motivational beliefs in the framework of the expectancy–value model that might lead this population to persist in blended learning. Persistence intentions, as well as expectancies and perceived task value, were measured during the first semester of blended learning amongst non-traditional Swiss students. The results showed that intrinsic values, expectancies (competence-related beliefs), and two facets of cost played a role in predicting perseverance intentions. Moreover, subjective task value, as well as expectancy (competence-related beliefs), remained stable over time. These findings fill a gap in the existing literature by quantitatively investigating motivational beliefs of non-traditional students in blended learning and their short-term changes. The authors conclude with a discussion of these findings, their limitations, and their implications.
  Citation: Journal of Adult and Continuing Education
  PubDate: 2024-11-07T12:51:26Z
  DOI: 10.1177/14779714241297621
Book Review: Life Course of Special Educational Needs Students
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  Authors: Moh Ferdi Hasan, Nia Juwita Purnika Sari, Muhammad Ash-Shiddiqy; Nia Juwita Purnika Sari, Muhammad Ash-ShiddiqyFaculty of Tarbiyah Teacher Training,193578 Sunan Kalijaga State Islamic University, Yogyakarta, Indonesia
  Abstract: Journal of Adult and Continuing Education, Ahead of Print.
  
  Citation: Journal of Adult and Continuing Education
  PubDate: 2024-11-05T11:35:19Z
  DOI: 10.1177/14779714241297855
Different parenting styles among Christian and Muslim populations living
in homogenous Israeli communities – In relation to their possession of
the three capital types
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  Authors: Matan Markovizky, Yoel Shafran; 99056Western Galilee College, Akko, Israel, , Yoel Shafran42732Ariel University, Ariel, Israel
  Abstract: Journal of Adult and Continuing Education, Ahead of Print.
  Modern society is structured as a social hierarchy where highly ranked individuals enjoy various advantages. Many theoreticians have attempted to quantify social hierarchy, and one of the modern ones, Pierre Bourdieu, proposed that this hierarchy can be examined by an individual’s three types of capital: economic (the individual’s material resources), cultural (their level of education), and social (their social connections with others). Likewise, it is known that different social classes practice varying parenting styles. Our study aims to examine whether parenting approaches differ between two groups of the Arab population residing in Israel – Muslim and Christian, as regards the three types of capital. It is known that the Christian population possesses more of the three types of capital, giving them an advantage over the Muslim population. We conducted a qualitative study of in-depth interviews with two population groups. Each group comprised 15 participants, one group of the Muslim faith and the other group Christians. Each religious group was further divided into two more groups: upper social class and lower social class. Analysis of the participants’ responses showed significant differences in the parenting styles of each group. This could intensify the existing inequality in Israeli society, especially within Arab society.
  Citation: Journal of Adult and Continuing Education
  PubDate: 2024-11-05T07:05:54Z
  DOI: 10.1177/14779714241297624
Scenario-based capability assessment in professional learning contexts
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  Authors: Sarah Holdsworth, Orana Sandri, Jan Hayes, Sarah Maslen; Orana Sandri, Jan HayesSchool of Property, Construction Society, 2234University of Canberra, Canberra, ACT, Australia
  Abstract: Journal of Adult and Continuing Education, Ahead of Print.
  Assessing the learning outcomes from professional learning is crucial for understanding its impact, especially for training focusing on capability development. This paper explores the benefits of using scenario-based assessments to assess the immediate capability learning outcomes in professional learning settings. Existing research underscores the complexities of assessing capability in tertiary education environments. Unlike knowledge and skills, capabilities are demonstrated in context, and their application varies with each situation which poses a challenge in their assessment. Additional challenges are imposed on the assessment of capability in professional learning contexts where professionals take time outside of their work practice to develop additional knowledge and skills. As such, they are time-constrained, and therefore in depth assessment activities suitable for university environments are not practical in professional learning contexts. This paper explores the benefits of a pre- and post-learning scenario-based assessment in professional learning contexts. It demonstrates that these assessments offer a dual advantage of formative and summative learning assessment, while also contextualising the learning assessment within professional practice, aligning with the principles of effective professional learning.
  Citation: Journal of Adult and Continuing Education
  PubDate: 2024-11-01T05:10:09Z
  DOI: 10.1177/14779714241297069
Embedding the Third Mission of universities in humanitarian crisis
response: Profiling the role of the University of Duhok in addressing
health needs of internally displaced people and refugees
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  Authors: Katarzyna Borkowska, Kamal Aziz Ketuly, Michael Osborne, Sizar Abid Mohammed, Nematollah Azizi; 3526University of Glasgow, Glasgow, UK, , Kamal Aziz KetulyDepartment of Medical Chemistry, 113404University of Duhok, Duhok, Iraq, , Michael OsborneDepartment of School of Education, 3526University of Glasgow, Glasgow, UK, , Sizar Abid MohammedDepartment of Science, 113404University of Duhok, Duhok, Iraq, , Nematollah AziziDepartment of School of Education, 3526University of Glasgow, Glasgow, UK
  Abstract: Journal of Adult and Continuing Education, Ahead of Print.
  This article attempts to contribute to the debates on the role of the higher education sector in addressing the immediate and long-term challenges incurred as a result of humanitarian crises. The focal point of consideration is profiling the role of the University of Duhok, Iraq, in addressing health needs of internally displaced people and refugees. The article demonstrates the nexus between the so-called Third Mission and the range of responses the University provides to support the health needs of displaced populations in Duhok Governorate. It is argued that the higher education sector has to be recognised and positioned as a key stakeholder in the process of humanitarian relief and local recovery.
  Citation: Journal of Adult and Continuing Education
  PubDate: 2024-10-23T07:09:51Z
  DOI: 10.1177/14779714241290658
Learning climate and financial incentives: A study on training
participation in Dutch organizations
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  Authors: Björn Johannes de Kruijf, Arjen Edzes, Jouke van Dijk, Sietske Waslander; University of Groningen, Groningen, The Netherlands, , Arjen EdzesFaculty of Spatial Sciences, University of Groningen, Groningen, The NetherlandsFaculty of Spatial Sciences, Hanze University of Applied Sciences, Groningen, The Netherland, , Jouke van DijkFaculty of Spatial Sciences, University of Groningen, Groningen, The Netherlands, , Sietske Waslander100649TIAS, Tilburg University, Tilburg, The Netherlands
  Abstract: Journal of Adult and Continuing Education, Ahead of Print.
  This empirical study investigated the relationship between the learning climate and training participation in Dutch organizations and how subsidies and the sharing of investments in time and costs between employers and employees affect this relationship. Our analyses are based on a survey of a representative sample of 512 organizations with at least five employees in a Dutch region. Respondents replied to five statements to measure the learning climate, while training was measured through participation and intensity. We found that an organization’s learning climate is positively related to participation and intensity of training in terms of hours. However, we observe that the effect of learning climate on the number of hours of training decreases when the employer pays the costs for the training and when the training takes place during working hours. When organizations can use government subsidies, participation in training increases, and the number of hours per participant increases.
  Citation: Journal of Adult and Continuing Education
  PubDate: 2024-10-18T01:27:09Z
  DOI: 10.1177/14779714241278108
Effect of the community of simulated participant model on the identity
formation of simulated participants: A qualitative study
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  Authors: Bilge Delibalta, Yasemin Güner, Melek Üçüncüoğlu, Ayşenur Duman Dilbaz, Selçuk Akturan, Melih Elçin; Department of Medical Education, 64255Karadeniz Technical University, Trabzon, Turkey, , Yasemin Güner, Melek Üçüncüoğlu, Ayşenur Duman Dilbaz, Selçuk AkturanDepartment of Medical Education, 64255Karadeniz Technical University, Trabzon, Turkey, , Melih ElçinDepartment of Interprofessional Education, School of Health Science, 7472Springfield College, Springfield, MA, USA
  Abstract: Journal of Adult and Continuing Education, Ahead of Print.
  Health professional education is rooted in patient interaction. The utilization of the simulated participant method is a widely accepted approach in this regard, as it enables students to engage in experiences that closely resemble real patient interactions. So, the simulated participants need to be well-prepared and well-engaged in the concept of their roles. The purpose of the study is to evaluate a new model for identity formation of simulated participants based on communities of practice theory. An 8-month follow-up study with pre- and post-interviews, observations, and reflective diaries designed with a qualitative approach. The results were categorized together under the five themes: “motivation of simulated participants”, “background of simulated participants”, “interaction between simulated participants as a part of a community of practice”, “limitations from simulated participants’ perspectives”, and “roles of simulated participants in simulation”. Our model based on communities of practice theory is an effective method for the formation of identities of simulated participants. Educators have the responsibility to improve the quality of simulated participant–based simulation. Our model can be thought of as an effective tool to use in this regard.
  Citation: Journal of Adult and Continuing Education
  PubDate: 2024-10-09T08:27:57Z
  DOI: 10.1177/14779714241292186
The end is nigh
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  Authors: Michael Osborne; Glasgow, UK
  Abstract: Journal of Adult and Continuing Education, Ahead of Print.
  
  Citation: Journal of Adult and Continuing Education
  PubDate: 2024-10-04T06:26:41Z
  DOI: 10.1177/14779714241289224
Critical reflections of emerging farmers’ individual perspective towards
assessments in recognition of prior learning for unit standards credit of
agricultural courses
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  Authors: Tshepo Teele, Molebatsi M Nkoane; Molebatsi M NkoaneFaculty of Humanities, 71795Central University of Technology, Free State, Bloemfontein, South Africa
  Abstract: Journal of Adult and Continuing Education, Ahead of Print.
  Interventions to redress the apartheid education’s negative impact on the education and training systems of the previously disadvantaged groups in South Africa include the implementation of recognition of prior learning (RPL). The paper attempts to qualitatively assess emerging farmers’ individual perspectives by analysing their cognitive and non-cognitive characteristics during RPL credit assessment sessions. A total of 200 Free State province emerging farmers participated in an RPL credit assessment session of the unit standards to be recognised for two agricultural qualifications. The RPL unit standards credit assessment sessions for two agricultural courses were conducted in a classroom for 3 months. The data generated from text, video, and voice recordings was processed and analysed using critical discourse analysis. What emerged from the discussions was that emerging farmers were appreciative of the opportunity to embrace spontaneity during training. The study found that embracing adult learning principles had a positive effect on the cognitive and non-cognitive characteristics of emerging farmers during training. The findings of this paper will help strengthen the understanding of how RPL is implemented in the context of emerging farmers and further development of what needs to be done to further improve RPL procedure.
  Citation: Journal of Adult and Continuing Education
  PubDate: 2024-09-27T06:49:32Z
  DOI: 10.1177/14779714241287327
What helps adult learners with little formal schooling to develop basic
digital skills'
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  Authors: Tereza Hannemann, Nikol Kopáňková, Petra Surynková; Physics, 138735Charles University, Praha, Czech Republic
  Abstract: Journal of Adult and Continuing Education, Ahead of Print.
  In today’s world, having at least basic digital skills is essential in working, social, and family life. The present study uses grounded theory to explore ways in which people with little formal schooling engage with the digital world. Drawing on 54 semi-structured interviews, it describes how people with little IT experience from formal education obtain information about digital security, privacy, the functioning of antivirus software, software updates, and so on. We introduce the concepts of computer world and ministories which draw parallels between the online and offline worlds. While creating the concepts of computer world and ministories, we follow Richard Mayer’s theory of multimedia learning, and thus ministories are based on the appropriate combination of images and texts. The study attempts to answer the following general question: ‘Is it better to teach people how to work with specific apps for everyday use or teach them the principles that are behind them'’. This question should be asked when creating new approach in IT education and not only in lifelong learning.
  Citation: Journal of Adult and Continuing Education
  PubDate: 2024-09-19T08:20:25Z
  DOI: 10.1177/14779714241279356
Teaching civics for sustainability in post-authoritarian order: The
challenges of developing progressive citizenship in new democracies –
Lessons from Poland
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  Authors: Bohdan Szklarski; Warsaw, Poland
  Abstract: Journal of Adult and Continuing Education, Ahead of Print.
  Civics courses have a great significance – they are supposed to train new cohorts of citizens to engage in multiple public roles in (democratic) society. How it is done depends on a multitude of factors, and teachers’ performance and program contents are among the most important. In post-authoritarian order like Poland, civic contents of educational curricula acquire particular significance: they must lay foundation for new forms of citizenship necessary for the consolidation of democracy. In new democracies, defining development is a lot more than talking about economic or political formulas. Ideas of sustainable development belong in a package of ideas which may anchor people in progressive world order, yet they meet resistance from the traditions and mindsets inherited from the previous system (homo sovieticus). SDG Civics, that is, that part of the catalogue of Sustainable Development Goals which directly refers to political agency, becomes a set of patchwork ideas incorporated into democratic citizenship. Through the study of academic curricula, textbooks, and government policies, this paper addresses the complexity of the problem of civics education in new democracies. It sees sustainable development as a concept wrestling with pressures coming from different ideologies, institutions, actors, and visions of the future. This article should be seen as a contribution to the discussions about the political nature of sustainability.
  Citation: Journal of Adult and Continuing Education
  PubDate: 2024-09-18T11:49:27Z
  DOI: 10.1177/14779714241276832
Study on regional, linguistic, and media environments in urban, rural, and
mountainous areas of Chiang Mai Province in northern Thailand for
developing media education tools for rabies prevention
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  Authors: Mittsuyasu Oda; Communication, 12939Meiji Daigaku, Chiyoda-ku, Japan
  Abstract: Journal of Adult and Continuing Education, Ahead of Print.
  Rabies is a viral infectious disease with a mortality rate of almost 100%. More than 50,000 people worldwide die of rabies each year, despite well-established prevention methods. It is particularly prevalent in poorer regions of Africa, Asia, and the Middle East, where most victims are poor and minority. This study aims to determine the linguistic, educational, and media environments of minorities in Southeast Asia who are most at risk from rabies. In a survey of mother tongues in Chiang Mai Province, there were more students with mother tongues other than Thai, the official language of Thailand. Many rabies countries are multiracial and multilingual. Infections such as rabies affect not only children but also residents of the entire region. These often occur in remote areas where administrative and medical services cannot reach. Since the damage caused by infectious diseases varies depending on the time and place and residents’ consciousness, continuous education is necessary. With media education, there are no restrictions on place and time. The findings suggest that media-based adult and continuing education could be used to prevent rabies in this setting.
  Citation: Journal of Adult and Continuing Education
  PubDate: 2024-09-16T10:47:06Z
  DOI: 10.1177/14779714241280801
Do household and childcare task divisions prospectively predict engagement
in time-costly continuing education among Dutch working mothers and
fathers'
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  Authors: Erik van der Meulen; Internationalisation, 84808NHL Stenden University of Applied Sciences, Leeuwarden, The Netherlands
  Abstract: Journal of Adult and Continuing Education, Ahead of Print.
  Despite its importance for career development, previous cross-sectional studies have shown that individuals are reluctant to consider continuing education (CE) engagement because of family responsibilities. To prospectively test these associations, a longitudinal dataset consisting of, respectively, 548 and 809 working mothers and fathers (with one or more living-at-home children of 12 years or younger) was extracted from a Dutch population–based internet survey. Whether respondents were engaged in T2 CE was prospectively predicted by T1a (with an average 466-day time-lag) household labour, childcare division, and job–household focus, while controlling for several relevant T1b job and household characteristics. Using generalised linear mixed models, outcomes reveal that only mothers are less likely to engage in CE when they had less children. Division of household labour, childcare, and job–household focus were all not predictive of CE at T2. Future studies should examine moderators of the association between family responsibilities and CE engagement.
  Citation: Journal of Adult and Continuing Education
  PubDate: 2024-09-11T08:18:41Z
  DOI: 10.1177/14779714241267739
Advancing sustainable futures through education: A Montpellier case study
on student-led advocacy for transdisciplinary approaches
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  Authors: Hajar Choukrani, Thaura Ghneim-Herrera; Cirad, Montpellier, France, , Thaura Ghneim-HerreraCIRAD-BIOS-UMR-DIADE, 27037Montpellier, France
  Abstract: Journal of Adult and Continuing Education, Ahead of Print.
  This paper examines the transformative potential of integrating transdisciplinarity and systems thinking into educational practices, anchored in a participatory initiative by the Montpellier Advanced Knowledge Institute on Transitions (MAK'IT). The study centres on engaging master’s and doctoral students in co-creating educational proposals, underscoring the importance of a student-centred approach to tackle the diverse challenges of the 21st century. A preliminary brainstorming session allowed students to express their motivations, identify key themes, and lay the groundwork for further development. This culminated in a public conference where students presented their transformative education proposals. This conference facilitated interactions between students, a panel of experts spanning education, research, policy domains, and a broader audience, fostering critical dialogue. Key findings from this conference underscore the necessity of allocating resources, dismantling knowledge silos, addressing student inequalities, and enhancing educator preparedness. The study highlights the significance of multi-stakeholder dialogues in co-constructing transformative educational frameworks and suggests that educational institutions have a pivotal role in bridging the gap between science, policy, and society. Despite the promise, several challenges to curriculum revision emerge, including the need for immersive learning environments that demand adequate resources. The structure of tertiary institutions, often segregated into distinct faculties and departments, presents another barrier to fostering transdisciplinarity. Additionally, administrative constraints, particularly for international students, add to these challenges and call for nuanced strategies in advancing transformative education.
  Citation: Journal of Adult and Continuing Education
  PubDate: 2024-09-10T01:57:01Z
  DOI: 10.1177/14779714241275871
Korean assessment of adult basic literacy: Instrument development
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  Authors: Joon Heo, Jihye Lee, Soyoun Park, Hyeji Kil, Jihyun Kim; Gyeongsan, South Korea, , Jihye Lee26727Hallym University, Chuncheon, South Korea, , Soyoun Park65423Anyang University, Anyang, South Korea, , Hyeji KilChungbuk National University, Cheongju, South Korea, , Jihyun KimSeoul 50 Plus Foundation, Seoul, Republic of Korea
  Abstract: Journal of Adult and Continuing Education, Ahead of Print.
  This study describes the development of a Korean assessment instrument measuring adults’ basic literacy ability. Instrument items were generated from a literature review, inputs from experts through the Delphi method, and focus group interviews. Items and measurement procedures were tested and confirmed through three steps of pilot implementations. As a result, three sets of test items measuring up to level 4 of the Korean basic literacy ability for adults were successfully developed. This assessment is simple, fast, and inexpensive and reflects the distinctive characteristics of the Korean language and Korean contexts. The instrument’s practicality will contribute to its further utilization in identifying and supporting adults in need of basic literacy education.
  Citation: Journal of Adult and Continuing Education
  PubDate: 2024-09-03T04:02:41Z
  DOI: 10.1177/14779714241279358
Self-reported online science learning strategies of non-traditional
students studying a university preparation science course
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  Authors: Russell Crank, Jenny Spence; 7932University of Southern Queensland, Toowoomba, QLD, Australia, , Jenny SpenceUniSQ College, 7932University of Southern Queensland, Toowoomba, QLD, Australia
  Abstract: Journal of Adult and Continuing Education, Ahead of Print.
  Student awareness and selection of learning strategies are predictors of academic success. Yet, little is known about learning strategies of students in university preparation science courses, who are frequently mature-aged or underrepresented students. This lack of knowledge potentially hinders tailoring reflective learning experiences, specific to science contexts, supporting novice science students adopting effective learning strategies. A mixed-methods study examined self-reported learning strategies of 88 students in an online university preparation science course, analysed using a convergent parallel research approach and interpreted through a passive–active–interactive framework. The study found preferences for passive learning strategies with considerably less active and interactive strategies reported. The findings suggest, despite the strengths these students bring to their studies, a tendency for naïve and unexamined concepts of science learning, from time-poor students with little experience in collaborative learning. The study recommends embedding science-specific learning strategies in university preparation science courses and building capacity with interactive strategies.
  Citation: Journal of Adult and Continuing Education
  PubDate: 2024-08-21T03:16:57Z
  DOI: 10.1177/14779714241275872
Post-COVID-19 European Country-Specific Recommendations on adult
education, training, and skills: Content, focus, shifts, and patterns
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  Authors: Ellen Boeren; Glasgow, UK
  Abstract: Journal of Adult and Continuing Education, Ahead of Print.
  The COVID-19 pandemic significantly disrupted economic and social life across Europe and the wider world. Currently, the European Commission is heavily investing in recovery and resilience facilities to encourage economic and social reforms in Member States. As part of the European Semester, the Commission formulates annual Country-Specific Recommendations (CSRs) to steer and advice Member States on their policy directions. This paper aims to investigate to what extent the European Commission’s recommendations include advice on education, training, and skills development to boost economic and social progress. Four specific aims were to investigate (1) the content of CSRs that mention the need for actions relevant to adult education, training, and skills development, (2) the extent to which these CSRs focus on economic versus social goals, or both, (3) the extent to which the content and focus of these CSRs shifts over years, and (4) the extent to which there are visible patterns within the content and focus of CSRs across the 27 EU Member States. Results indicate that CSRs in the first year of the COVID-19 lockdowns – 2020 – heavily focussed on the need for digital skills development. CSRs in 2022 were not dominated by advice on education, training, and skills development apart from the focus on skills mismatches in some countries. The 2023 CSRs were strongly targeted towards the need for green skills development. In line with previous academic debates around education and training, CSRs contained text on economic and social goals, although social aspects tend to lead back to the integration of vulnerable adults in the labour market for economic purposes, instead of treating education holistically. While CSRs are country-specific, it is clear from the analyses that core recommendations feature across Member States, linked to broad European agendas such as the Twin transition to a green and digital economy.
  Citation: Journal of Adult and Continuing Education
  PubDate: 2024-08-20T03:24:17Z
  DOI: 10.1177/14779714241276465
Contributions of higher education reforms to Sustainable Development
Goals: Some examples and experiences from the Department of Educational
Administration and Leadership, Faculty of Education, University of
Zimbabwe
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  Authors: Stephen M. Mahere; Leadership, Faculty of Education, 37595University of Zimbabwe, Harare, Zimbabwe
  Abstract: Journal of Adult and Continuing Education, Ahead of Print.
  Study investigates how higher education reforms (HERs) contributed to Sustainable Development Goals (SDGs), illustrating by examples and experiences from the Department of Educational Administration and Leadership at the University of Zimbabwe (UZ). Zimbabwe adopted Vision 2030 to transform the country into upper middle-income economy by 2030. The Ministry of Higher Education introduced Education 5.0, a framework for contributing to development and achievement of SDGs. Investigation employed qualitative research design. The UZ’s mandate is pursued through Strategic Plan with objectives answering to call of Education 5.0. Department activities of how HERs contributed to SDGs are examined. Strategic Objective 1 aims to promote programmatic approach to research. Collaborative research groups were established. Strategic Objective 2 seeks to introduce degree programmes inspired by demands for technological advancement. The department introduced programmes that deliver goods and services. Strategic Objective 3 aims to develop partnerships. The department established Zimbabwe Educational Management and Leadership Trust. Strategic Objective 4 focuses on mentorship. The department introduced internship for teachers and school heads on M Ed programmes, facilitating acquisition of hands-on practical experience. Strategic Objective 5 aims to internationalise the UZ’s programmes and research. Department members participated in international conferences and hosted international senior research fellows. Given dynamic technologically driven systems, university leaders were urged to upgrade ICT skills among higher education practitioners.
  Citation: Journal of Adult and Continuing Education
  PubDate: 2024-08-09T06:26:23Z
  DOI: 10.1177/14779714241261063
Empower to grow through higher education
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  Authors: Annette Strauß, Ireen Kowalleck, David Rempel, Anja Zimmermann; Ireen Kowalleck, David Rempel, Anja Zimmermann449029IU International University of Applied Sciences, Erfurt, Germany
  Abstract: Journal of Adult and Continuing Education, Ahead of Print.
  IU International University of Applied Sciences with more than 120,000 enrolled students at present and more than 200 bachelor’s and master’s programmes in total is a member of the UN Global Compact and its higher education initiative. The principles of these two initiatives are the key factors which define the sustainability approach of the university. The university has defined several key areas in which it is working to achieve the Sustainable Development Goals of the United Nations. Social aspects play a prominent role and are consistently pursued in the three key areas of students, employees, and community. The paper focuses on the key area of students and sets out the starting points for implementing the university’s mission ‘Everybody can access education to grow’ in relation to the pursuit of the Sustainable Development Goals. Aspects like opening up access for non-traditional students, facilitating access for students facing barriers, and implications for academic teaching will be addressed, and the paper illustrates close and multiple relationships between higher education and the achievement of the Sustainable Development Goals. For the necessary trans-sectoral and transdisciplinary effort, the development, consistent implementation, and evaluation of a sustainability-oriented strategy is key.
  Citation: Journal of Adult and Continuing Education
  PubDate: 2024-08-07T01:57:03Z
  DOI: 10.1177/14779714241269301
Ensuring quality higher education in Ukraine in times of war
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  Authors: Yuliya Zayachuk; 6396University of Oxford, Oxford, UK; Ivan Franko National University of Lviv, Lviv, Ukraine
  Abstract: Journal of Adult and Continuing Education, Ahead of Print.
  This study focuses on exploring the issue of ensuring quality higher education in the conditions of Russia’s invasion of Ukraine. It synthesizes and analyzes literature sources, legal documents, secondary data, original (survey) data, and the author’s experiences with enhancing the quality of higher education. Using analysis of the legal documents, such as the National Doctrine of the Development of Education, the Law of Ukraine ‘On education’, and the Law of Ukraine ‘On higher education’, I study the legal framework for Ukrainian higher education. Using secondary data obtained from online sources, I find irrefutable evidence of mass destruction from Russian military aggression on educational institutions of Ukraine and the educational process in general, and specific initiatives from the Ukrainian state, Ukrainian universities, and international institutions to support the Ukrainian higher education system in wartime conditions. Using original data collected through surveys, I present first-hand information on the processes of changes in higher education in Ukraine under the conditions of Russia’s ongoing military aggression and the issue of ensuring quality higher education through the prism of the experience of students at the Ivan Franko National University of Lviv. Using the author’s personal teaching experience in the implementation of joint global classrooms, I analyze the possibilities of developed partnerships for motivating students and ensuring quality higher education in the conditions of war. Based on the analysis and synthesis of secondary data, I identify the main responses of the higher education system of Ukraine which enable it to maintain the quality of higher education as the realization of the Sustainable Development Goals during the war, namely (i) improvement and wider implementation of an online education system; (ii) organization of work of higher education institutions relocated from the occupied territories to territories controlled by Ukraine; (iii) support of international institutions; and (iv) partnership programmes with partner universities. The analysis of the results of the survey of students highlighted that the top priority of a Ukrainian university during wartime should be the safety of all participants in the educational and research process and high-quality education, and the most serious problems that create obstacles to ensuring the quality of education are the distressed psychological states of the participants in the educational process and organizational issues in the conditions of military aggression. By analyzing the experience of the implementation of joint global classrooms format, I also highlight that this format can be an effective additional measure in motivating students and ensuring the quality of higher education in the difficult conditions of war, and a developed partnership plays a crucial role in its implementation.
  Citation: Journal of Adult and Continuing Education
  PubDate: 2024-08-05T08:37:52Z
  DOI: 10.1177/14779714241270254
Exploring motivational drivers for English language learning in Greek
prisons
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  Authors: Dimitra Christoforou, Aretousa Giannakou, Georgios P. Georgiou; Nicosia, Cyprus, , Aretousa Giannakou121343University of Nicosia, Nicosia, Cyprus, , Georgios P. Georgiou121343University of Nicosia, Nicosia, Cyprus
  Abstract: Journal of Adult and Continuing Education, Ahead of Print.
  In adult education, understanding the dynamics of motivation among incarcerated individuals to attend English as a Foreign Language (EFL) classes is crucial for effective educational programming, successful rehabilitation, and recidivism reduction efforts. The present study, focusing on Greek prisons, investigates two key aspects: a) the influence of sociodemographic factors (marital status, age, gender, and occupation previous to sentence) on inmates’ motivation to attend EFL classes and b) the relative prevalence of intrinsic and extrinsic motivational factors driving inmates to attend EFL classes. Grounded in theories of foreign language learning motivation, the study employed quantitative methods with a large sample of 400 adult inmates enrolled in English classes at Second Chance Schools across all Greek prisons. The findings reveal that marital status, age, gender, and previous occupation are factors that significantly impact inmates’ motivation to attend EFL classes, with female inmates demonstrating higher motivation than their male counterparts. Notably, the study highlights the predominance of extrinsic motivation among inmates, with the desire to make their families proud being the most highly rated motivational driver.
  Citation: Journal of Adult and Continuing Education
  PubDate: 2024-07-31T05:29:45Z
  DOI: 10.1177/14779714241269302
The implications of critical theory for adult education policy
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  Authors: Palle Rasmussen; Learning, Aalborg University, Aalborg Øst, Denmark
  Abstract: Journal of Adult and Continuing Education, Ahead of Print.
  The German tradition of critical theory (often called the Frankfurt School), represented by such authors as Theodor Adorno, Max Horkheimer, and Oskar Negt, have given crucial contributions to social and cultural theory in investigating and conceptualizing contradictory conditions of modern Western societies. This paper will discuss the ways in which these critical theorists have approached adult learning and education. Important elements are the role of adult learning in confronting the past and the present of Western societies (Adorno, Horkheimer) and the potential of experience-based learning in supporting open and democratic cultures and communities (Negt). Except for Negt, adult education was a minor topic for these critical theory scholars. Nevertheless, their contributions include important comments on and implications for adult education policy, including questions such as the responsibility of states for education, the democratic character of educational institutions, and the relationship between skills for work and for civil life. Critical theory holds important insights in the societal embedding of adult education and consequences for the objectives. These insights can guide (and have guided) critical research in adult education policy, but they need to be combined with policy analysis concepts and systematic empirical work.
  Citation: Journal of Adult and Continuing Education
  PubDate: 2024-07-24T11:56:22Z
  DOI: 10.1177/14779714241266797
Emotional competence and help-seeking intentions as predictors of
educational success in vocational training students
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  Authors: William Gilbert, Dale M Stack, Erin T Barker, Annie Dubeau, Lisa A Serbin, Marie-Hélène Véronneau; 14846Université du Québec à Rimouski, Rimouski, QC, CanadaCentre for Research in Human Development, 5618Concordia University, Montreal, QC, Canada, , Dale M StackDepartment of Psychology, 5618Concordia University, Montreal, QC, CanadaCentre for Research in Human Development, 5618Concordia University, Montreal, QC, Canada, , Erin T BarkerDepartment of Psychology, 5618Concordia University, Montreal, QC, CanadaCentre for Research in Human Development, 5618Concordia University, Montreal, QC, Canada, , Annie DubeauDepartment of Education Specialized Training, 14845Université du Québec à Montréal, Montreal, QC, Canada, , Lisa A SerbinDepartment of Psychology, 5618Concordia University, Montreal, QC, CanadaCentre for Research in Human Development, 5618Concordia University, Montreal, QC, Canada, , Marie-Hélène VéronneauDepartment of Psychology, 14845Université du Québec à Montréal, Montreal, QC, CanadaCentre for Research in Human Development, 5618Concordia University, Montreal, QC, Canada
  Abstract: Journal of Adult and Continuing Education, Ahead of Print.
  Given the high prevalence of psychological distress among vocational training (VT) students, this study aimed to assess the role of interpersonal emotional competence as a resilience factor promoting the educational success of this population. We postulated that emotional competence would promote educational success, both directly and indirectly by fostering students’ help-seeking intentions when facing a personal or school-related problem. To test these hypotheses, we used a sample of 219 VT students from the Canadian province of Quebec (68% women, Mage = 24.58; SDage = 7.95) enrolled in various programs (e.g. institutional and home care assistance, welding and fitting, secretarial studies, and professional cooking). These students were assessed two times, during the first half of their training and again after their training. Results from structural equation modelling revealed that emotional competence was a positive predictor of help-seeking intentions and educational success. However, having the intention to seek help did not translate into higher levels of educational success. Overall, these results highlight the importance of supporting VT students in the development and strengthening of their emotional competence to promote their educational success. Future research is needed to further understand the help-seeking process among VT students and its implications for their academic outcomes.
  Citation: Journal of Adult and Continuing Education
  PubDate: 2024-07-24T11:00:12Z
  DOI: 10.1177/14779714241265463
Book Review: Dr Martin Luther King Jr and the Poor People’s Campaign
of 1968
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  Authors: Liam Kane; Glasgow, UK
  Abstract: Journal of Adult and Continuing Education, Ahead of Print.
  
  Citation: Journal of Adult and Continuing Education
  PubDate: 2024-07-24T05:54:12Z
  DOI: 10.1177/14779714241265606
Rural employer perspectives on adult learner achievement in the United
States
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  Authors: Yamini Bellare, Adam R. Smith, Kelcee Cochran, Samuel Garcia-Lopez; Child Development, 14674California State University Stanislaus, Turlock, CA, USA, , Adam R. Smith, Kelcee Cochran, Samuel Garcia-Lopez14684Indiana University Kokomo, Kokomo, IN, USA
  Abstract: Journal of Adult and Continuing Education, Ahead of Print.
  Higher education opens doors to job enhancement and economic benefits to adult learners. Despite facing multiple barriers such as life–work–school time conflicts and financial constraints, adult learners continue to seek higher education and certifications. Rural employers also benefit from supporting degree completion or job-specific certifications because it allows them to attract and retain highly skilled employees. The goal of the current study was to qualitatively analyze data gathered from focus group interviews of senior managers. The results provide insights into how rural employers in the United States use employee education programs to reduce barriers to adult learner success. The importance of a bilateral relationship between institutions of higher education and employers to support adult learners is discussed.
  Citation: Journal of Adult and Continuing Education
  PubDate: 2024-07-23T06:29:38Z
  DOI: 10.1177/14779714241263781
Universities in global transformation: Re-thinking curriculum integration
and collaboration to co-create our future
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  Authors: Roberta Piazza, Giovanni Castiglione, Jose Roberto Guevara; 161174Universita degli Studi di Catania Sezione di Fisiologia, Catania, Italy, , Giovanni CastiglioneEducational Sciences, 9298University of Catania, Catania, Italy, , Jose Roberto Guevara5376RMIT University, Melbourne, VIC, Australia
  Abstract: Journal of Adult and Continuing Education, Ahead of Print.
  University-based curriculum development often involves adding new content. This ‘just add’ approach has also been applied to integrating the UN SDGs into curricula, reducing them to a checklist rather than embracing their holistic and transformative aims. This is particularly concerning for SDG 4 and SDG 4.7, which require deep, cross-cutting understanding for educational transformation towards a more equitable and sustainable world. In this short reflection paper, colleagues from the University of Catania and RMIT University reflect on integrating SDGs into university curricula, emphasizing collaboration to transform education. They explore the context within universities, the commitment, and challenges in preparing students to understand the complex world through the SDGs’ vision. The authors discuss SDGs and Education for Sustainable Development (ESD) as frameworks guiding successful SDG integration. Using climate change education as an example, they highlight the need for coordinated actions across multiple scales, aligning with transformative learning principles. The authors argue that SDGs offer an opportunity for transformative processes requiring effective collaboration among colleagues and students. They call for university leadership to support ongoing staff capacity building, resource collaborative, and cross-disciplinary teaching and learning projects and promote self-reflexivity on universities’ roles in addressing global challenges.
  Citation: Journal of Adult and Continuing Education
  PubDate: 2024-07-20T08:22:12Z
  DOI: 10.1177/14779714241263779
Investigating digital artistry of university students in a low-tech
economy
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  Authors: Moses Kumi Asamoah, Patricia Ananga, Francis Annor; Consultancy, 107841University of Cape Coast, Cape Coast, Ghana
  Abstract: Journal of Adult and Continuing Education, Ahead of Print.
  This study aimed to investigate students’ digital (ICT) skills, perceived relevance (usefulness), and actual use of digital (ICTs) skills for learning. Data were obtained via Google Forms from 325 students who were conveniently sampled from two public universities in Ghana. The results from the multivariate analysis of variance showed that age and marital status had significant multivariate effects on ICT (digital) skills. Further univariate analyses showed that younger students reported significantly lower skills related to multimedia, collaborative platforms, and graphics, whereas married students reported higher skills related to engagement in collaborative platforms. Bivariate correlation analyses showed that multimedia skills, software application skills, virtual reality environment skills, collaborative platform skills, and perceived usefulness of ICT were positively correlated with the actual use of ICT. However, further analysis using multiple linear regression showed that only multimedia skills significantly predicted actual ICT use. The implications of the findings for policy are discussed.
  Citation: Journal of Adult and Continuing Education
  PubDate: 2024-07-20T07:38:20Z
  DOI: 10.1177/14779714241262519
Integration of Sustainable Development Goals in the Textile Science,
Apparel Design, and Technology programs in Zimbabwean universities
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  Authors: Rumbidzayi Masina; Technology Education, 37595University of Zimbabwe, Harare, Zimbabwe
  Abstract: Journal of Adult and Continuing Education, Ahead of Print.
  Higher education institutions (HEIs) have a pivotal role in preparing students to contribute to sustainable development and the Sustainable Development Goals (SDGs). This study focused on the University of Zimbabwe (UZ) and examined how SDGs were integrated into the field of textile science, apparel design, and technology (TSADT). The research investigated the alignment between the SDGs and the emerging concept of Education 5.0, as well as ongoing educational reforms at the UZ. It explored the strategies and initiatives implemented by the university to promote sustainable development practices within the TSADT programs. The data collection process involved conducting interviews, making observations, and reviewing relevant documents. Thematic data analysis was employed. The study provided insights into the alignment between the program’s objectives and SDGs, identifying gaps and opportunities for improvement. This informed strategies for enhancing the integration of sustainable development principles in the TSADT curriculum. The implications of this research are significant for the UZ and other HEIs in Zimbabwe seeking to embed sustainable development principles in their programs. Furthermore, the study contributes to understanding how HEIs can effectively incorporate the SDGs into disciplinary programs, fostering a generation of graduates equipped to address sustainable challenges in the textile and apparel industry.
  Citation: Journal of Adult and Continuing Education
  PubDate: 2024-07-19T12:52:42Z
  DOI: 10.1177/14779714241264972
Book Review: Third international handbook of lifelong learning
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  Authors: Diana Monita, Moh Ferdi Hasan; MF Hasan193578UIN Sunan Kalijaga, Indonesia
  Abstract: Journal of Adult and Continuing Education, Ahead of Print.
  
  Citation: Journal of Adult and Continuing Education
  PubDate: 2024-07-18T10:51:17Z
  DOI: 10.1177/14779714241265464
Mapping pedagogies of education for sustainable development in Scottish
higher education institutions
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  Authors: Alexander Vaniev, Michael Malt-Cullen; Michael Malt-CullenSchool of Education, 3526University of Glasgow, Glasgow, UK
  Abstract: Journal of Adult and Continuing Education, Ahead of Print.
  Sustainable Development Goal (SDG) target 4.7 promotes education for sustainable development (ESD), urging higher education institutions (HEIs) to prepare students to address global sustainability challenges. Currently, the target indicators do not assess how ESD is enacted in HEIs, making ESD provision a black box in achieving SDG 4.7. This article proposes an analytical tool based on actor–network theory (ANT) to ‘unpack’ the black box of ESD pedagogies in HEIs. ANT allows a closer look at the web of human and non-human actors and their interrelations, visually mapping how ESD pedagogical practices are enacted. Drawing on public sustainability reports and ESD-related web pages of eight Scottish HEIs, we employed a hybrid data analysis approach to produce such a map. The aggregated actor–network map reveals clusters such as university sustainability bodies, ESD-related programs, curriculum elements, co-curricular training, and sustainability awards. Also, Scottish HEI reports and web pages tend to emphasise and quantify what is taught regarding sustainability issues and not elaborate on how ESD is taught. This way, ESD pedagogical practices, connecting students, educators, and curriculum to produce transformative learning, are missing in university reporting. Making those practices visible would provide further solid evidence of Scottish HEIs’ contribution to SDG 4.7.
  Citation: Journal of Adult and Continuing Education
  PubDate: 2024-06-19T10:34:20Z
  DOI: 10.1177/14779714241260528
Hybridisation of adult education policy in peripheral countries: A system
theory analysis of EU–Serbia relations
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  Authors: Katarina Popović, Maja Maksimović, Sanja Djerasimović; Maja MaksimovićDepartment of Andragogy, 186114Faculty of Philosophy, University of Belgrade, Belgrade, Serbia, , Sanja DjerasimovićSchool of Education, 3286University of Exeter, Exeter, UK
  Abstract: Journal of Adult and Continuing Education, Ahead of Print.
  This article applies system theory to the analysis of the relationship between the EU and candidate country Serbia, with a focus on adult education policy. The study explores how the peripheral status of Serbia with its hybrid political regime combining autocratic and democratic features leads to the hybridisation of its adult education system, and how the EU’s policies, institutions, and funding mechanisms shape this relationship. The study draws on system theory and the results of our recent study of EU support for adult education in Serbia and applies qualitative content analysis to EU and Serbian adult education policy documents, to examine the consequences of interactions between system components on Serbian adult education policy. It posits that EU’s norm-setting on one side and the allocation of funding and control mechanisms on the other facilitate the neo-colonial position of Serbia as the periphery and perpetuate a power dynamic that allows hybrid regimes to flourish and prioritise their own interests over those of their citizens or civil society. The study further opens up the possibility that these dynamics may produce ‘glitches’ in the system and corruption of the system as a whole, and invites further research and theorisation that would illuminate similar patterns and relationships across other European (national) subsystems.
  Citation: Journal of Adult and Continuing Education
  PubDate: 2024-06-14T11:09:03Z
  DOI: 10.1177/14779714241260524
New insights into career-related continuous learning in construction
companies: Supervisor conceptions of career support
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  Authors: Krista Rautio, Satu Uusiautti; Satu UusiauttiFaculty of Education, 7003University of Lapland, Rovaniemi, Finland
  Abstract: Journal of Adult and Continuing Education, Ahead of Print.
  In a time when the construction industry shares the challenge of labour shortage, more attention should be paid to how attractive careers in the construction field are in the first place. The constantly evolving working environment is causing significant changes in careers and career management in the field, leading to the need to explore company practices that can contribute to the development of fulfilling careers. In this research, we investigated how supervisors in construction companies perceive career support for their employees. This was a phenomenographic study in which 23 supervisors of five construction companies in Finland were interviewed. The analysis showed that the supervisors’ perceptions could be categorized into six support types varying between company, professionally, and individually oriented perspectives. Based on the analysis, needs for continuous learning in the construction field can be identified more broadly, highlighting also the various opportunities to advance careers in the field.
  Citation: Journal of Adult and Continuing Education
  PubDate: 2024-05-22T10:03:50Z
  DOI: 10.1177/14779714241254205
Beyond the paradigm of uninterrupted expansion of participation: Backing
the policy of emancipation from andragogical powers
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  Authors: Paolo Federighi, Francesca Torlone, Francesco De Maria; Languages, Interculture, Literatures Psychology, 9300Università degli Studi di Firenze, Firenze, Italy, , Francesco De Maria9300University of Florence, Firenze, Italy
  Abstract: Journal of Adult and Continuing Education, Ahead of Print.
  Participation rate in adult and continuing education (ACE) is one of the multiple indicators of distributive justice. Nonetheless, the literature of recent decades has turned it into a cardinal principle and value. Expansive paradigm that envisages the progressive and generalised development of participation rate in ACE is examined in this article. The aim is to analyse the structure of their argument. Their comparison with Eurostat data on participation and with the results of the RegALE-European Union (EU)-Survey on opinions of local and regional stakeholders is carried out to reach two conclusions. The first concerns the incapacity of Member States to translate expansive paradigm into effective ACE policies. The second one puts forward the theory of the learning exclusion equilibrium as a tool for explaining the reasons for the lack of progress recorded in terms of participation rate in ACE. At the same time, a critical analysis of the political idea of participation rate is performed. Contrasted with the participation objective is a different parameter focused on the individual and social future consequences of the learning processes in which each adult is involved.
  Citation: Journal of Adult and Continuing Education
  PubDate: 2024-05-22T06:06:04Z
  DOI: 10.1177/14779714241253767
Quality of higher education in the Gulf Cooperation Council countries: A
review on the progress towards 2030 SDGs
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  Authors: Eihab Mohammed Fathelrahman, Ghaleb Ali AlHadrami AlBreiki; Veterinary Medicine, 11239United Arab Emirates University (UAEU), Al Ain, UAE, , Ghaleb Ali AlHadrami AlBreiki11239United Arab Emirates University (UAEU), Al Ain, UAE
  Abstract: Journal of Adult and Continuing Education, Ahead of Print.
  The Gulf Cooperation Council (GCC) countries, including Saudi Arabia, United Arab Emirates (UAE), Oman, Kuwait, Qatar, and Bahrain, have significantly progressed in higher education reform programmes. However, challenges remain, such as a lack of uniformity in assessment, different norms for degree recognition, a shortage of regionally relevant research, difficulties in recognizing online programmes, and rising financial costs. These issues may limit the progress of reforms in the region, which is crucial for achieving the SDG 4 targets by 2030. The assessment uses published data and reports from GCC countries and the United Nations Organization to quantify the country’s progress as of 2022. The paper suggests specific actions and initiatives to support progress towards achieving higher education quality SDG 4 by 2030.
  Citation: Journal of Adult and Continuing Education
  PubDate: 2024-05-20T10:57:18Z
  DOI: 10.1177/14779714241253400
Reforming higher education in South Africa by addressing gender
inequalities
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  Authors: Anri Wheeler, Laurika Wiese; Laurika Wiese71795Central University of Technology, Free State, Bloemfontein, South Africa
  Abstract: Journal of Adult and Continuing Education, Ahead of Print.
  Introduction: South Africa has a unique history of racial inequality, which in turn contributed to gender inequalities in the country – also within higher education. Gender equality is one of the United Nations’ Sustainable Development Goals (SDGs). Higher education can contribute to this SDG by setting an example in the community for creating healthy and socially just conditions for their female staff and students. Methods: Female employees from all staff components (academic, support services, and operational staff) of a South African University of Technology participated in focus group discussions to determine their gender equality experiences. Facilitating questions were used to guide the conversations. Thematic analyses of the transcribed focus group discussions were conducted, and emerging themes were explored. Results: Some male colleagues prefer to work solely with other male colleagues, resulting in women being sidelined and feeling voiceless. Female employees reported being harassed by students and having difficulty managing professional and family life. They were also concerned about their future based on their gender. Services staff had positive experiences engaging with male students, staff, and supervisors. Conclusion and implications: It is imperative for higher education institutions’ growth and development and fulfilling their role in contributing to the SDGs that gender equality be prioritised. The unique traditional and cultural burdens of South African women in higher education should be taken into consideration when re-imagining gender equality. By aligning their efforts with the SDGs, universities can contribute to a more equitable and sustainable future, paving the way for transformative change within society.
  Citation: Journal of Adult and Continuing Education
  PubDate: 2024-05-16T05:46:52Z
  DOI: 10.1177/14779714241252739
Moving from local to global: The examples of the United Nations
Sustainable Development Goals and the Okanagan Charter
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  Authors: Vicki Squires; College of Education, University of Saskatchewan, Saskatoon, SK, Canada
  Abstract: Journal of Adult and Continuing Education, Ahead of Print.
  The United Nations Sustainable Development Goals (SDGs) set forth 17 broad goals that we should pursue globally to ensure the health of the planet and of humankind. Within each goal, several targets are identified. This article explores the overarching framework of the SDGs as a guide to ensuring human and planetary health. The one goal, Goal #3: Global Health and Wellbeing was described in more detail. Simultaneous to the development of the SDGs, a health promotion framework, the Okanagan Charter, was launched. The Okanagan Charter similarly identifies the calls to action and principles that are the foundation of the work. This article explores briefly the origins of the Okanagan Charter and describes the study that was conducted to explore the implementation of the Charter at the first 10 campuses to sign on to the Charter. The findings identify that systems approaches require leadership and engaged champions, effective communication structures, dedicated resources, work across silos, and development of targets and measures to gauge progress; these structures are crucial for effective systems approaches to complex initiatives such as holistic health promotion strategies. The article concludes with a discussion about future directions for the crucial health promotion agenda.
  Citation: Journal of Adult and Continuing Education
  PubDate: 2024-04-23T08:09:09Z
  DOI: 10.1177/14779714241248748
Leadership in uncertainty: Improvisation and positioning in municipal
adult education
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  Authors: Fred Carlo Andersen, Gunn Vedøy, Erlend Dehlin; Technology, Trondheim, Norway
  Abstract: Journal of Adult and Continuing Education, Ahead of Print.
  This study examines how six principals in Norwegian adult education centres (AECs) navigate and make sense of and navigate the multifaceted and uncertain environment in which they act. Specifically, the study aims to explore the significance of improvisation and positioning in the principals’ day-to-day decision-making and leadership as they address the challenges posed by complex migration patterns, shifting policies, and diverse student populations. The principles were interviewed in spring 2018, and selected to represent the diversity of such centres. Through initial analyses, the study identified that the environment of AECs was characterised by complexity, unpredictability, and uncertainty. Moreover, results indicate that improvisation and planning interplay. In addition, improvisation is strengthened by a collective focus on improvement, unpredictability as a rule and diversity as a strategy. Regarding leadership understood as positioning, we see how the principals assert their roles through power dynamics, acting on potential for change, and collaboration. Recognising the unique challenges faced by AEC principals, there is a need for targeted support and professional development that addresses the importance and understanding of improvisation and positioning in AEC-leadership. Moving forward, our findings should have implications for research, policy, and practice in municipal adult education. Key words: Principals, adult education centres, unpredictability, positioning, improvisation.
  Citation: Journal of Adult and Continuing Education
  PubDate: 2024-04-15T11:31:00Z
  DOI: 10.1177/14779714241247006
Contributions of three Mexican higher education institutions to
sustainable development: A comparative analysis
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  Authors: Lindsay Carrillo Valdez, Leónides Villanueva Gutiérrez, Germán Álvarez-Mendiola; Leónides Villanueva GutiérrezDepartment of Educational Research, 42576Center for Research Advanced Studies of the National Polytechnic Institute, Ciudad de Mexico, Mexico
  Abstract: Journal of Adult and Continuing Education, Ahead of Print.
  This research focuses on the study of the contributions of three of the most important Mexican higher education institutions – National Autonomous University of Mexico (UNAM), Monterrey Institute of Technology and Higher Education (ITESM), and University of Guadalajara (UDG) – to sustainable development (SD) considering public information from websites, as well as global, national, and local literature. The objectives were to understand how these HEIs integrate the SDGs into their institutional strategies and compare the extent to which they contribute to sustainable development. The analysis showed that the three institutions incorporated the 17 SDGs into their strategic plans, developed a specific organizational structure to manage and monitor sustainability, and reported multiple activities with different approaches and levels of contribution. These differences may be related to: (a) the diverse meanings that institutions give to sustainability; (b) the lack of clarity in the criteria that each institution uses to consider an activity as SDG-oriented/SDG-based; (c) the lack of transversality between institutional activities and the SDGs beyond discourse; and (d) institutional characteristics. In view of the above, we propose some ideas to promote institutional better practices and policies that favour, through higher education, accelerated progress towards the Global Goals and the 2030 Agenda.
  Citation: Journal of Adult and Continuing Education
  PubDate: 2024-03-29T07:41:13Z
  DOI: 10.1177/14779714241240987
Confronting climate denial in higher education to promote sustainable
futures
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  Authors: Mark Baildon; College of Education, 11239United Arab Emirates University, Al Ain, UAE
  Abstract: Journal of Adult and Continuing Education, Ahead of Print.
  By many accounts, societies, their institutions, and citizens are not doing enough, and with the necessary urgency, to address the climate crisis. While higher education institutions have embraced the rhetoric of sustainability and contributed to climate science, the development of renewables and other climate solutions, and a host of policy reforms that aim for greater sustainable development, this paper argues that particular forms of climate denial have impeded more transformative directions in higher education. These denials include denying the depth and magnitude of the problems that the planet and people around the world are facing, the unsustainability of continued limitless growth, and a denial of the contexts, legacies, and discourses that have often served to impede important reforms in higher education. Using a climate denial lens, this paper examines the role of different forms of denial in higher education, such as the role climate denial funding sources in universities and how historical legacies and modern neoliberal discourses continue to limit possibilities for more transformative reforms in higher education. The paper concludes by sharing how these forms of denial might be addressed to advance a stronger response to the climate crisis.
  Citation: Journal of Adult and Continuing Education
  PubDate: 2024-03-29T05:34:43Z
  DOI: 10.1177/14779714241242713
African values as natural drivers of global citizenship
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  Authors: Idowu Biao; Human Sciences,107790 Université d’Abomey Calavi, Abomey Calavi, Benin
  Abstract: Journal of Adult and Continuing Education, Ahead of Print.
  This article discusses the place of the concept of global citizenship within the context of African values. It holds that if the modern concept of global citizenship education as espoused by UNESCO and other global organisations is relatively recent, the same concept is ancient within the context of sub-Saharan Africa and it is subsumed within African values. The article argues that the search for a universal theory of global citizenship education is yet to yield any positive result and it critiques the three methodologies so far adopted in promoting global citizenship education across the world. The article concludes that whilst modern global citizenship education is tied to the material world and the benefits derivable therefrom, the concept of global citizenship education advanced by at least five African values is rooted in the depth of humanity from where it rises to smoothen human relations and sooth the pains caused by human avarice.
  Citation: Journal of Adult and Continuing Education
  PubDate: 2024-03-23T09:13:14Z
  DOI: 10.1177/14779714241240382
How UK universities approach sustainability: A timely review
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  Authors: Ronghui Zhou; Institute of Advanced Studies, 2707University of Warwick, Coventry, UK
  Abstract: Journal of Adult and Continuing Education, Ahead of Print.
  This article aims to explore the definitions and approaches of sustainable development (SD) in UK higher education institutions (UKHEI). Specifically, the article investigates how SD and education for sustainable development (ESD) are defined and enacted from the official websites of the 24 Russell Group Universities. The findings reveal that some of these universities disclosed their institutionalised sustainability conceptualisation with specific targets; more than half of these universities did not disclose their institutional definitions. Despite this inconsistency, all of the universities have recognised the importance of sustainability and SDGs and prioritised one or multiple dimensions of sustainability. Sustainability is implemented in UKHEIs mainly through four categories of activity: the learning environment, Research SDGs, external collaboration, and curriculum integration. This article found that sustainability has been routinised and systematically integrated by these universities regardless of their institutionalised sustainability conceptualisation. A more innovative path, however, is needed to ensure that sustainability transitions from being merely a strategic priority to an institutional ethos that drives all actions and decisions in these universities.
  Citation: Journal of Adult and Continuing Education
  PubDate: 2024-03-23T04:05:11Z
  DOI: 10.1177/14779714241240985
Adult refugees and asylum seekers’ basic need satisfaction and
educational success in pre-study programmes in Germany
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  Authors: Michael Grüttner; Science Studies (DZHW), Hanover, Germany
  Abstract: Journal of Adult and Continuing Education, Ahead of Print.
  Host country education can be crucial for the social integration as well as labour market outcomes of refugees and asylum seekers. To meet the same admission criteria for studying at German higher education institutions (HEI) as other international student applicants, refugees and asylum seekers can attend pre-study programmes at preparatory colleges or language centres of HEI. According to the self-determination theory, the satisfaction of basic psychological needs is relevant to learning motivation and success in educational contexts. This paper examines the differences in the satisfaction of basic needs (autonomy, competence, and relatedness) and learning motivation between refugees and other international student applicants, and the extent to which these differences explain inequalities in the probability of success in pre-study programmes. Data from participants in pre-study programmes at 18 HEI show no significant differences in basic need satisfaction and learning motivation between the respective groups of learners. While basic need satisfaction and motivation make only a small contribution to the explanation of success in pre-study programmes, the biographical and social situation manifested in previous study experiences, age, and social resources seem to be of significance. Implications for further research and practice are discussed.
  Citation: Journal of Adult and Continuing Education
  PubDate: 2024-03-22T06:39:00Z
  DOI: 10.1177/14779714241237976
Insight into the demand for digital skills at the workplaces of
agricultural engineering graduates in Vietnam
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  Authors: Quan Thuan Kieu; 26682Chiang Mai University, Chiang Mai, Thailand
  Abstract: Journal of Adult and Continuing Education, Ahead of Print.
  This study aimed to investigate the demand for digital skills in the workplaces of agricultural graduates to shed light on the specific requirements of digital skills in their jobs. The study employed a qualitative approach and conducted a total of eight semi-structured interviews with graduates from two departments of an agricultural university in Vietnam. The obtained data, processed through thematic coding techniques, successfully revealed insights into digital skills’ demand in the jobs of selected participants. Firstly, digital skills were found to be compulsory requirements for jobs for agricultural graduates, although the specific requirements for digital skills varied from job to job. Secondly, the findings revealed that different jobs require different types and levels of digital skills. Thirdly, the performance of digital skills depends on the availability and management of workplaces’ digital technology. The study also found that graduates may have the opportunity to obtain jobs that are not directly related to their learning programmes but require digital skills associated with their speciality. The study recommends applying the findings to multiple stakeholders, including government policymakers, higher education policymakers, employers, and higher education students, to bridge the gap between the higher education supply and the market demand for digital skills.
  Citation: Journal of Adult and Continuing Education
  PubDate: 2024-03-05T09:08:51Z
  DOI: 10.1177/14779714241237450
Rural home care nurses’ experiences with continuing nursing
education
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  Authors: Michelle Pavloff, Mary Ellen Labrecque, Jill Bally, Shelley Kirychuk, Gerri Lasiuk; Innovation Agricultural Health, Saskatoon, SK, Canada, , Gerri LasiukCollege of Nursing, 7235University of Saskatchewan, Saskatoon, SK, Canada
  Abstract: Journal of Adult and Continuing Education, Ahead of Print.
  Purpose: Rural home care nurses require access to continuing nursing education to address the increasing complexity of client care needs. There is currently limited literature on continuing nursing education for rural home care nurses. The purpose of this study was to explore the continuing nursing education experiences of rural home care nurses. Sample: Purposive and snowball sampling were used to recruit registered nurses who worked in publicly funded rural home care in one western Canadian province, in communities with a population of less than 10,000 people. Twenty rural home care nurses participated in semi-structured telephone interviews. Methods: This study used interpretive description as its method of inquiry and analysis. Data was collected between December 2020 and May 2021 and the analysis was supported using NVivo 12 software. Findings: Key findings from this study contribute to the description of western Canadian rural home care nursing roles and the degree of autonomy required to provide expert care in the home environment. Rural home care nurses’ experiences with continuing education are impacted by external factors including (1) Chameleonic Practice (One-Person Show, Professional Intersection, Becoming their Person), (2) Foundational Instability (Roadblocks to Learning, Stretched Thin, Rural Repatriation) and (3) Learning Leadership (Filling the Learning Bucket, Finding a Way, Learning Reciprocity). Conclusions: The findings of this study suggest that the continuing nursing education experiences of rural home care nurses is dependent on many factors. Significant policy changes and updated standards of practice are required to support safe client care through the delivery of evidence-informed continuing nursing education.
  Citation: Journal of Adult and Continuing Education
  PubDate: 2024-02-29T11:11:20Z
  DOI: 10.1177/14779714241236283
Enhancing lifelong learning and professional growth: Exploring the role of
self-directed learning for university educators
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  Authors: Sara Abou Said, Wael Abdallah; Wael AbdallahSchool of Business Studies452376, Box Hill College Kuwait, Kuwait
  Abstract: Journal of Adult and Continuing Education, Ahead of Print.
  This study examines lifelong learning as it pertains specifically to professional growth for university educators in Kuwait. Moreover, it looks at how self-directed and lifelong learning are interrelated. The findings of this study indicate a significant direct relationship between lifelong learning factors, including motives, attitudes, and conditions, and the professional development of educators, except for the attitude with the reflection activities. The current study employs a deductive and quantitative research approach through a questionnaire survey. Partial least square-structural equation modelling (PLS-SEM) was used to analyze the data. The findings underscore the effectiveness of self-directed lifelong learning in meeting educators’ professional development needs and improving their practice. Educational institutions should prioritize and support lifelong learning initiatives to foster educators' growth and enhance teaching and learning in post-compulsory education settings.
  Citation: Journal of Adult and Continuing Education
  PubDate: 2024-02-27T11:03:10Z
  DOI: 10.1177/14779714241236282
Understanding student perceptions and motivations in non-traditional
online degree completion programs: An exploratory case study
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  Authors: Susan Watson, Kara Fulton, Seth Ketron; Kara FultonDepartment of Multidisciplinary Innovation, College of Applied Collaborative Studies, 3404University of North Texas, Denton, TX, USA, , Seth Ketron122794Opus College of Business, University of St Thomas, St Paul, MN, USA
  Abstract: Journal of Adult and Continuing Education, Ahead of Print.
  Student enrolment in higher education is increasing, as are enrolments in non-traditional pathways, such as degree completion programs, particularly those that are offered online. These changes have shifted the nature of student learning needs and perceptions. Therefore, stakeholders in higher education need a greater understanding of the drivers and obstacles to degree completion from the student point of view, especially in online degree completion programs. Beyond overall and subgroup insights into online degree seeking motivations and other factors, our findings revealed that (1) there is a mismatch between student goals and perceived employer needs, (2) many students expected modest financial gains upon completion, and (3) the primary barrier of continuing higher education was balancing education and life responsibilities. The findings are useful for administrators, faculty, and other stakeholders involved in the recruitment of online degree completion program students and the design of online courses and curricula for this audience.
  Citation: Journal of Adult and Continuing Education
  PubDate: 2024-02-26T07:07:22Z
  DOI: 10.1177/14779714241235599
Towards an invisible marginalisation of disadvantaged adult learners'
Analysing the resource mobilisation strategies of the EU member states for
achieving the European Education Area, 2025
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  Authors: Shalini Singh; University of Science & Technology, Meghalaya, India
  Abstract: Journal of Adult and Continuing Education, Ahead of Print.
  The EU policies about what to achieve and how to achieve through the education and training of adults have developed like norms for the EU member states which they find difficult to flout. With the declaration to achieve the European Education Area (EEA) by 2025 and its targets by 2025 and 2030, the EU has laid down a framework for developing the future education systems in the member states. The paper argues that in its present form, the unintended consequences of the EU EEA policy are not only enhancing the Matthew Effect but will also make the disadvantaged learners invisible in the long run. Therefore, by encouraging the member states to adopt a narrow approach of target achievement irrespective of the needs of the marginalised adult learners, and not including the concerns of these adult learners in its own policy, the EU appears to do the opposite of what it claims to promote through the EEA.
  Citation: Journal of Adult and Continuing Education
  PubDate: 2024-02-26T03:39:19Z
  DOI: 10.1177/14779714241234532
Challenges of participation in adult basic literacy: Practical
implications for practitioners
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  Authors: Sidra Noreen, Zafar Iqbal; Islamabad, Pakistan, , Zafar Iqbal66708Allama Iqbal Open University, Islamabad, Pakistan
  Abstract: Journal of Adult and Continuing Education, Ahead of Print.
  In Pakistan, adult literacy programs are offered to enable learners to function effectively to attain individual, family, and social sustainability, but these programs are continuously reporting low participation. This study aimed to explore the reasons behind low participation, employing a descriptive phenomenological design to examine the challenges experienced by adult learners, literacy teachers, and administrators. Forty-five participants (30 learners, 10 teachers, and 5 administrators) were selected by using a purposive sampling technique. Data were gathered through focus group discussions and semi-structured interviews, and a thematic analysis was conducted. Numerous challenges were found, including less attractive, non-relevant literacy content, inappropriate presentation methods, lack of proper mechanisms for teachers' training, and learners' evaluation. Based on the evidence, practical implications were proposed, with a particular emphasis on adult learners and literacy teachers.
  Citation: Journal of Adult and Continuing Education
  PubDate: 2024-02-22T08:52:00Z
  DOI: 10.1177/14779714241235049
Continuing professional development of vocational teachers in Kenya:
Challenges and coping strategies
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  Authors: Moses Njenga; 54616Eötvös Loránd University, Budapest, Hungary
  Abstract: Journal of Adult and Continuing Education, Ahead of Print.
  Vocational teachers participate in Continuing Professional Development (CPD) to develop their professional competencies. In developing country contexts however, it is not always clear what challenges vocational teachers face in their CPD or how they attempt to resolve those challenges. This study therefore investigated the challenges vocational teachers in Kenya face in their CPD and the coping strategies they adopt. Viewing teachers as adult learners, the study adopted a concurrent mixed methods approach whereby interview and questionnaire survey data were collected from vocational teachers in six vocational institutions in Kenya’s Nairobi Metropolitan Area and analysed using thematic and statistical analysis. Vocational teachers in Kenya were found to face multiple challenges concurrently, which were categorized as lack of opportunity and access (e.g. failing to find relevant CPD), systemic restrictions (e.g. hindrances due to costs and lack of time), and personal difficulties (e.g. negative self-evaluation of ability). The strength of these challenges was found to vary with the characteristics of teachers. Coping strategies included cutting down on spending, taking loans, moonlighting, and ‘juggling time’. Findings show the need for a clear policy on vocational teacher CPD, provision of financial and non-financial support, and reworking the school calendar to create time for CPD.
  Citation: Journal of Adult and Continuing Education
  PubDate: 2024-02-08T07:47:14Z
  DOI: 10.1177/14779714241232595
Climate change education through drama and social learning: Playful
inquiry for building extreme weather events adaptation scenarios
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  Authors: Juliano Borba, Michelle Bonatti, Leonardo Medina, Katharina Löhr, Crystal Tremblay, Jutta Gutberlet, Stefan Sieber; 28385Leibniz Centre for Agricultural Landscape Research (ZALF e.V), Müncheberg, GermanyEducation Department, Florianopolis City Hall (PMF), Florianópolis, Brazil, , Michelle BonattiSustainable Land Use in Developing Countries, 28385Leibniz Centre for Agricultural Landscape Research (ZALF e.V), Müncheberg, GermanyDepartment of Agricultural Economics, Humboldt University of Berlin, Berlin, GermanyUniversity of Vila Velha, Vila Velha, Brazil, , Leonardo MedinaSustainable Land Use in Developing Countries, 28385Leibniz Centre for Agricultural Landscape Research (ZALF e.V), Müncheberg, Germany, , Katharina LöhrSustainable Land Use in Developing Countries, 28385Leibniz Centre for Agricultural Landscape Research (ZALF e.V), Müncheberg, GermanyThaer-Institute of Agricultural Horticultural Sciences, Urban Plant Ecophysiology, Humboldt Universität zu Berlin, Berlin, Germany, , Crystal TremblayDepartment of Geography, 8205University of Victoria(UVic), Victoria, BC, Canada, , Jutta GutberletDepartment of Geography, University of Victoria (UVic), Victoria, BC, Canada, , Stefan SieberSustainable Land Use in Developing Countries, 28385Leibniz Centre for Agricultural Landscape Research (ZALF e.V), Müncheberg, GermanyDepartment of Agricultural Economics, Humboldt University of Berlin, Berlin, Germany
  Abstract: Journal of Adult and Continuing Education, Ahead of Print.
  Considering the projected impacts of climate change in upcoming decades, innovative educational approaches should encourage inventive problem-solving techniques and societal change, fostering transformative climate adaptation. The value of drama in climate adaptation education remains a novel area in the environmental education research literature and requires further exploration of its potential benefits to Climate Change Education (CCE). This article presents a proposal for CCE to include various elements in a drama workshop by evaluating a methodological framework. Participants in the workshop studied the vulnerabilities that arose from flooding and droughts while dramatizing different social conflicts to develop building adaptation scenarios. Through the exploration of problems via playful activities, participants collaboratively construct narratives and texts rich with meaning, based on a critical and creative perception of themes, needs, desires, and overlapping ideologies. This short-term experience manifests efficacy in elucidating the underpinnings of social systems structures, human values, and motivations. This article analyzes workshop results, providing a pedagogical structure and theoretical foundation, contributing to a better comprehension of drama in education and the creation of capacities towards CCE.
  Citation: Journal of Adult and Continuing Education
  PubDate: 2024-01-22T09:11:41Z
  DOI: 10.1177/14779714241227833

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