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Authors:Adam L. McClain; Kevin J. Mallary Abstract: Adult Education Quarterly, Ahead of Print. This study focuses on understanding how adult education faculty in higher education develop their knowledge and skills to accommodate adult learners with disabilities (ALDs). It explores how these educators learn about the accessibility needs of ALDs and ... Citation: Adult Education Quarterly PubDate: 2025-04-14T05:44:29Z DOI: 10.1177/07417136251316259
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Authors:John GordonIndependent Scholar; Brooklyn, NY, USA Abstract: Adult Education Quarterly, Ahead of Print.
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Authors:Nomazulu Ngozwana156866University of South Africa; Pretoria, South Africa Abstract: Adult Education Quarterly, Ahead of Print. The importance of using new technologies for learner engagement throughout COVID-19 pandemic cannot be overemphasized. This study examined the challenges faced by adult learners with visual impairment, whose studies were significantly affected by the ... Citation: Adult Education Quarterly PubDate: 2025-04-10T10:51:27Z DOI: 10.1177/07417136241290513
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Authors:Ashley M. Appleby11693Endicott College; Beverly, MA, USA Abstract: Adult Education Quarterly, Ahead of Print. The limited research on instructors who provide higher education in the correctional environment highlights the complexities of navigating the tensions and restrictions that exist at the intersection of providing quality higher education in the ... Citation: Adult Education Quarterly PubDate: 2025-04-02T05:50:59Z DOI: 10.1177/07417136241297686
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Authors:Alan Chaffe; Craig M. McGill Abstract: Adult Education Quarterly, Ahead of Print. This study examines the role of Canadian queer theater festivals as unique sites of adult education and social movement learning. Traditionally, social movement learning has focused on informal mentoring or formal instruction in protests, workshops, and ... Citation: Adult Education Quarterly PubDate: 2025-03-25T06:54:41Z DOI: 10.1177/07417136241312172
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Authors:Jelia Domingo Abstract: Adult Education Quarterly, Ahead of Print.
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Authors:Stacie Evans Abstract: Adult Education Quarterly, Ahead of Print.
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Authors:Thitiporn Onsawarng, Prapassorn Wongdee, Pichet Pinit; Prapassorn Wongdee, Pichet Pinit1Faculty of Industrial Education Technology, 65128King Mongkut's University of Technology Thonburi, Bangkok, Thailand Abstract: Adult Education Quarterly, Ahead of Print. This study examines factors influencing self-directed learning (SDL) readiness among operational employees in Thailand's petrochemical industry, involving 873 participants from six major plants in Map Ta Phut, Rayong. Utilizing the Person, Process, and Context (PPC) model, this research offers a practical framework for identifying and addressing key factors—organizational policies and practices, supervisor support, learning technology, and intrinsic motivation—that shape employees’ SDL readiness. The results identify intrinsic motivation as the predominant factor driving SDL readiness, while learning technology, organizational support, and supervisor support also play significant roles. These findings provide a predictive model that organizations can use to design strategies aligned with adult education principles, fostering a culture of continuous learning. While developed for the petrochemical sector, the model offers valuable insights and a guideline for application in other industries with similar operational employee profiles, helping organizations tailor strategies to effectively enhance SDL readiness in diverse industrial contexts. Citation: Adult Education Quarterly PubDate: 2025-02-18T06:10:04Z DOI: 10.1177/07417136251319732
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Authors:Guoqiang Pan, Kaikai Xu, Hui Nie, Zhi Nie; Kaikai Xu, Hui Nie, Zhi Nie Abstract: Adult Education Quarterly, Ahead of Print. Previous studies have not adequately explored the complex relationship between learning satisfaction and perceived learning achievement in adult online education. This study explores the chain mediating effect of online instructional service quality and engagement in online learning on the relationship between learning satisfaction and perception of learning achievement among adult learners in online education. Data from 8,119 questionnaires were analyzed using structural equation modeling. Results indicate positive correlations between learning satisfaction, online instructional service quality, and engagement in online learning. Both service quality and engagement mediate the relationship between learning satisfaction and perception of learning achievement. Enhancing learning satisfaction improves both service quality and engagement in online learning for adult learners. Increased engagement in online learning corresponds to higher learning achievements. These findings provide theoretical insights on satisfaction, service quality, engagement, and learning achievement in online education, offering strong theoretical support and development opportunities for online education practices. Citation: Adult Education Quarterly PubDate: 2025-02-18T06:09:34Z DOI: 10.1177/07417136251315141
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Authors:Scott McLean; 192287University of Calgary, Calgary, AB, Canada Abstract: Adult Education Quarterly, Ahead of Print. This article narrates the engagement of the University of Manitoba in two waves of the extension movement that shaped adult education work at universities across North America: one rooted in the delivery of public lectures and another rooted in the “Wisconsin idea” of serving citizens and the state. In contrast to developments at provincial universities to the west and east, extension work at the University of Manitoba was not institutionalized until 1949. The article analyzes the politics of adult education at the University of Manitoba, arguing that extension work was treated at different times as a sacrificial lamb and as a rallying cry by university administrators in relations with the provincial government. It analyzes economic and institutional factors that explain why the politics of adult education were so different in Manitoba than in nearby provinces. It offers insight for those interested in adult education programs delivered through universities beyond Canada. Citation: Adult Education Quarterly PubDate: 2025-02-10T08:16:01Z DOI: 10.1177/07417136241308219
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Authors:Juana Sarmiento-Jaramillo, Germain Poizat, Robert Fisher; Germain Poizat, Robert Fisher Abstract: Adult Education Quarterly, Ahead of Print. This study provides a detailed account of dilemmas experienced by community organizers arising from the tension between political and educational objectives within the community organizing social action approach. We address the way these dilemmas emerge during nonviolent direct action (NDA), and the associated organizers' valuative processes. Within the course-of-experience framework, we conducted direct field observations, video recordings, and self-confrontation interviews with French organizers promoting housing rights in working-class communities. After outlining six episodes experienced as dilemmatic by these organizers, we offer an in-depth analysis of two enacted prototypical dilemmas. Findings reveal the cruciality of the organizers’ emotions during NDAs, and that organizers tend to prioritize short-term political goals over longer-term goals of collective radical education/emancipation processes. We discuss findings through two main drivers for organizers’ training: the risk of becoming a winner-almighty organizer instead of promoting actual grassroots participation, and the impact of anger and indignation in ethical reasonings during NDAs. Citation: Adult Education Quarterly PubDate: 2025-02-05T06:44:17Z DOI: 10.1177/07417136241310882
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Authors:Julita Pieńkosz, Marta Petelewicz, Katarzyna Piotrowska; Marta Petelewicz, Katarzyna Piotrowska Abstract: Adult Education Quarterly, Ahead of Print. The paper examines the influence of cultural capital from one's family of origin on adult participation in education. International research confirms that factors such as education level, professional status, age, and attitudes significantly explain variations in adult learning. To explore inequalities in adult education participation further, the study adopts Pierre Bourdieu's theoretical framework of cultural reproduction. The main hypothesis is that the cultural capital of one's family of origin indirectly affects adult learning through an individual's institutionalized capital (educational level) and embodied capital (attitude toward learning). These hypotheses were tested and validated using a structural equation model (SEM) applied to data from a nationwide random sample of the adult population in Poland. The influence of cultural capital from one's family of origin persists throughout an individual's lifetime, impacting both educational attainment and adult learning. Citation: Adult Education Quarterly PubDate: 2025-01-29T08:22:35Z DOI: 10.1177/07417136241294026
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Authors:Elisabeth Åström, Daniel Eriksson Sörman, Patrik Sörqvist, Jessica K. Ljungberg; Daniel Eriksson Sörman, Patrik Sörqvist, Jessica K. Ljungberg Abstract: Adult Education Quarterly, Ahead of Print. Lifelong learning can be indispensable for the adaptation to continuously evolving labor markets and societal demands. In the current study, we examined psychological factors, notably aspects of personality (personality traits in the five-factor model and trait curiosity), self-reflection and motivation in relation to attitudes to lifelong learning. A specific aim was to examine the relative importance of these factors in their contribution to attitudes to lifelong learning. The study was carried out by use of a digital survey and included 717 adults (Mage = 47.93) within working life. The results showed that self-reflection and trait curiosity were the strongest predictors of attitudes to lifelong learning but work intrinsic motivation and openness to experience (a personality trait in the five-factor model) also contributed with unique explanatory power, although to a lesser degree. The results can inform individualized accessibility strategies for lifelong learning. Citation: Adult Education Quarterly PubDate: 2025-01-21T08:26:38Z DOI: 10.1177/07417136241312174
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Authors:Shantih E. Clemans; USA Abstract: Adult Education Quarterly, Ahead of Print.
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Authors:Huixia Jin; China Abstract: Adult Education Quarterly, Ahead of Print.
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Authors:Samwel Gasuku Mwita, Dotto Paul Kuhenga; Dotto Paul Kuhenga1247607University of Dar es Salaam School of Journalism Mass Communication, Dar Es Salaam, United Republic of Tanzania Abstract: Adult Education Quarterly, Ahead of Print. This study examines the coverage of adult education (AE) in Tanzania's print media between 2016 and 2021, focusing on four newspapers: Mwananchi, Habari Leo, The Citizen, and Daily News. These newspapers were selected for their diverse contents and national reach. The study adopted a mixed-method approach, combining the Agenda Setting theory with content analysis to examine news, features, editorials, and opinion articles related to AE. Moreover, an explanatory research design was employed, which involved engaging 50 key informants. AE coverage was event-driven, with 60.3% being news articles and 39.7% consisting of features, editorials, and opinions. This coverage contributes to a limited public comprehension of AE, hindering its recognition as an essential part of the national agenda. This study recommends enhancing awareness, providing specialized training and creating pull-outs for AE. Citation: Adult Education Quarterly PubDate: 2024-11-05T06:22:35Z DOI: 10.1177/07417136241294023
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Authors:Josie L. Andrews, Adam L. McClain; Adam L. McClain Abstract: Adult Education Quarterly, Ahead of Print. Historically, the representation of Black women in film has been non-existent at worst and highly questionable at best. As cross-cultural spectators - a Black female and a White man - we used an oppositional gaze to critically “look” at the representation and adult development of Black female protagonists across U.S. films. Based on a critical visual methodology of 12 U.S. films, four themes emerged - #noBlackgirlmagic, transition from object-to-subject, the lies (you) tell, and hair it is. The implications for adult and higher education are discussed based on the findings. Citation: Adult Education Quarterly PubDate: 2024-10-14T10:33:17Z DOI: 10.1177/07417136241287507
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Authors:Mark Abendroth; Saratoga Springs, NY, USA Abstract: Adult Education Quarterly, Ahead of Print.
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Authors:Douai Mohammed Amine, Saidi Ayoub, Qafas Ahlam; Saidi Ayoub, Qafas Ahlam108308Ibn tofail University, Kenitra, Morocco Abstract: Adult Education Quarterly, Ahead of Print. This article presents a quasi-experimental study evaluating Morocco's Agency for Adult Education “Literacy for Empowerment” program, using propensity score matching to compare data from participants and nonparticipants. Framed within a theory supporting an all-inclusive concept of literacy, the study was guided by two main questions, and data was collected through literacy-relevant test instruments and a questionnaire. The results suggest that individuals who participated in the program had better skills than those who did not (counterfactual). These skills include: (1) literacy skills, (2) personal life, (3) family sphere, (4) inclusive decision-making skills, (5) social skills, (6) community engagement, and (7) economic empowerment. The article concludes that only a comprehensive approach to literacy education would enhance both the quality and benefits derivable from adult literacy programs, advocating for its expansion throughout both rural and urban areas to ensure universal access to basic education and promote active citizen participation in development initiatives. Citation: Adult Education Quarterly PubDate: 2024-09-12T06:52:30Z DOI: 10.1177/07417136241279159
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Authors:Teane Florah Moleko; Continuing Education, 56866University of South Africa, Unisa, South Africa Abstract: Adult Education Quarterly, Ahead of Print. This study examined the effectiveness of professional development (PD) strategies employed by the University of South Africa (UNISA) to empower teachers (as adult learners) to enhance learner performance in the life sciences (LS). The context of this study is the partnership between the Department of Education and institutions of higher learning. Based on the idea that well-planned PD fosters teacher participation, this study explored the factors that encourage (or discourage) teacher compliance with new initiatives. A qualitative research design with 10 purposefully selected samples was used. Data were collected through 10 individual interviews and a single focus group discussion. Data were analyzed using Creswell's method of coding. The findings indicate that the UNISA project emphasizes “care” and “learner-centeredness” and has a “bottom-up” approach, which strategically led to a conducive environment for teachers’ PD. It is recommended to normalize the retraining of teachers through partnerships using this strategy. Citation: Adult Education Quarterly PubDate: 2024-09-10T06:35:55Z DOI: 10.1177/07417136241271353
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Authors:Leona M. English; Xavier University, Antigonish, Canada. Abstract: Adult Education Quarterly, Ahead of Print.
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Authors:Miira Häkkinen, Mirjamaija Mikkilä-Erdmann; Mirjamaija Mikkilä-Erdmann1Faculty of Education, Department of Teacher Education, 8058University of Turku, Turku, Finland Abstract: Adult Education Quarterly, Ahead of Print. This study investigated adult learners’ experiences with the language of their new living environment. Migrants and refugees’ personal goals for language learning in their specific life situations were captured in in-depth interviews conducted as part of ethnographically oriented field studies in Finland and Germany. Interpretative phenomenological analysis (IPA) was chosen as a structured approach to scrutinizing complex lived experiences. The process reveals common experiences among participants: language contributes to a sensation of getting closer or being pushed away and to balancing active participation in society, and it is a necessity for building personal futures. The findings indicate that language is essentially involved in subjective well-being but also, more fundamentally, in every aspect of existence itself. Therefore, the findings extend the potential implications beyond the two European research contexts. Citation: Adult Education Quarterly PubDate: 2024-08-06T08:43:00Z DOI: 10.1177/07417136241266215
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Authors:Mari Holm Ingelsrud, Elin Moen Dahl; Elin Moen Dahl1OsloMet – Oslo Metropolitan University, Oslo, Norway Abstract: Adult Education Quarterly, Ahead of Print. Western governments propose adult education and training (AET) as a prerequisite for all employees to solve current challenges related to globalization, climate change, automation and the ageing workforce. This study examines the trend in Norwegian employees’ intention to participate in AET from 2010 to 2022. Building on the comprehensive lifelong learning participation model (CLLPM), we conduct logistic regression analyses of 10 waves of a nationally representative cross-sectional survey (N = 26,588). We find a declining trend in the intention to participate in AET. The results show that the trend cannot be explained by socio-demographic workforce changes, as it is present in all age categories and levels of education. Motivational factors such as job insecurity, employability, wage satisfaction and desire for more challenges only explain some of the decline. We discuss the findings considering the CLLPM and contribute to the current academic debate on lifelong learning in the employability regime. Citation: Adult Education Quarterly PubDate: 2024-07-26T08:08:48Z DOI: 10.1177/07417136231217441
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Authors:Robert VanWynsberghe; University of British Columbia, Vancouver Canada Abstract: Adult Education Quarterly, Ahead of Print.
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Authors:Jennifer Wilhite; USA Abstract: Adult Education Quarterly, Ahead of Print.
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Authors:Kendra Danowski; USA Abstract: Adult Education Quarterly, Ahead of Print.
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