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Education Sciences
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Adult Education and Literacy: Exploring the Impact of Adult Education,...
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Adult Education and Literacy: Exploring the Impact of Adult Education, Literacy and Lifelong Learning

A Special Issue of Education Sciences (ISSN 2227-7102).

Deadline for manuscript submissions: 30 November 2026 | Viewed by 3433

Editor

Dr. Clare Power

E-Mail Website
Guest Editor
Department of Education, South East Technological University, X91 Y074 Waterford, Ireland
Interests: adult education; lifelong learning; literacy

Special Issue Information

Dear Colleagues,

Welcome to this Special Issue of the Journal of Education Sciences, “Adult Education and Literacy: Exploring the Impact of Adult Education, Literacy and Lifelong Learning”.

In the field of adult education, a great deal has been published on methods of engagement, assessment, and programme design. However, much less research has evaluated the impact of education on adult learning. Whether related to the educator or the adult learner, this publication aims to explore educational impact in Irish tertiary education.

In exploring the impact of education on adult learners, it is important to include the educational experience of adults with unmet literacy needs, as adult literacy remains a significant challenge in Irish society. The most recent Organisation for Economic Co-operation and Development (OECD) report for Ireland indicates that one in five adults scores at or below Level 1 in literacy, while one in four adults has a numeracy level at Level 1. The Programme for International Student Assessment (PISA) 2022 report revealed that 11% of 15-year-olds scored below Level 2 in reading, and 19% were below Level 2 in mathematics. These findings underscore the importance of considering unmet literacy in Ireland, highlighting the need for dedicated research on the potential impact of education and lifelong learning for adults.

This Special Issue includes research on the importance of adult education, literacy and lifelong learning, as well as its impact on learners. It also examines the impact of providing this education on the educators themselves with relevant case studies.

Kindest regards,

Dr. Clare Power
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 250 words) can be sent to the Editorial Office for assessment.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-anonymized peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2000 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • adult education
  • literacy
  • lifelong learning

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Published Papers (5 papers)

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Research

18 pages, 3001 KB  
Article
Music Is the Space Between the Notes (Claude Debussy)—The Power of Connection: Exploring Motivations, Barriers and Relational Pedagogy in Adult Music Learning
by Julie Quinlan, Valerie Leahy, Claire O’Dea and Caroline McGarry
Educ. Sci. 2026, 16(9), 1380; https://doi.org/10.3390/educsci16091380 - 27 Aug 2026
Viewed by 1113
Abstract
This research endeavoured to capture the lived experiences and perspectives of adult music learners. A qualitative collective case study using creative facilitation approaches was adopted, as part of an established Community of Practice: Adult Learner Meet Up event, to capture the voice of [...] Read more.
This research endeavoured to capture the lived experiences and perspectives of adult music learners. A qualitative collective case study using creative facilitation approaches was adopted, as part of an established Community of Practice: Adult Learner Meet Up event, to capture the voice of the adult music learner in relation to their experience of learning music within SETU Music School. Following inductive, thematic data analysis, emergent findings provided an insight into the motivations of adult music learners, barriers to their learning and strategies that they felt support their learning. Through the lens of Self-Determination Theory, this paper provides evidence that adult music learners are intrinsically motivated. The research identified that a connection with the wider Music Community through Adult Learner Meet Ups provided peer support and helped to sustain motivation for adult learners. This research identified barriers that are specific to adult music learners, including time pressure, emotional vulnerability and comparisons to younger players. This paper posits that adopting a relational pedagogy including a coaching ethos can foster relationships and help to mitigate such barriers. Drawing on Debussy’s metaphor of the “space between notes”, this paper argues that while the development of musical knowledge and skills is important to adult music learners, their relationships with their peers and lecturers are equally significant. The adult music learner Community of Practice provided a space to foster these relationships and contributed to learners’ motivation, engagement, and commitment to continued music learning. This paper will conclude by discussing how these findings could be applied to adult learners generally and highlight the importance of fostering connection in supporting adult learner retention and lifelong learning. Full article
(This article belongs to the Special Issue Adult Education and Literacy: Exploring the Impact of Adult Education, Literacy and Lifelong Learning)
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20 pages, 261 KB  
Article
Enhancing Collaboration in Tertiary Education Using Recognition of Prior Learning to Facilitate the Accessibility of Continuing Education
by Clare Power, Eleanor Neff, Catriona Warren, Joan Slevin and Tracey Anderson
Educ. Sci. 2026, 16(9), 1364; https://doi.org/10.3390/educsci16091364 - 24 Aug 2026
Viewed by 222
Abstract
This research is situated within the Irish tertiary educational space between Higher Education and Further Education and Training. This research is set in the Literacy Development Centre (LDC), South-East Technological University (SETU), the Higher Education organisation, and the Longford Westmeath Education Training Board [...] Read more.
This research is situated within the Irish tertiary educational space between Higher Education and Further Education and Training. This research is set in the Literacy Development Centre (LDC), South-East Technological University (SETU), the Higher Education organisation, and the Longford Westmeath Education Training Board (LWETB), the Further Education organisation. This study builds on the research conducted by the authors and focuses on the continued provision of a 120 ECTS NFQ Level 6 qualification, the Higher Certificate in Literacy Development and the importance of Recognition of Prior Learning (RPL) in this educational progression. This article explores the impact of RPL as a means of educational access for adult learners. Two focus groups captured the differing accounts of experience, specifically the programme management team from both the higher and further education perspectives and the graduate perspective. The results demonstrated the individualised nature of RPL. While the onus was on each graduate to provide evidence of prior learning, the graduates expressed an experience of a ‘seamless’ RPL process while, conversely, the organisational team recalled experiencing a substantial, emotionally taxing workload. The data additionally demonstrates that the success of the project resulted from relationships and a culture of collaboration. Full article
(This article belongs to the Special Issue Adult Education and Literacy: Exploring the Impact of Adult Education, Literacy and Lifelong Learning)
10 pages, 195 KB  
Article
Reframing Literacy in the Age of AI: Critical Literacy in Adult and Lifelong Learning
by Christa de Brún
Educ. Sci. 2026, 16(8), 1300; https://doi.org/10.3390/educsci16081300 - 14 Aug 2026
Viewed by 525
Abstract
In increasingly digital and AI-mediated educational environments, adult learners are required to navigate complex information landscapes shaped by artificial intelligence, digital platforms, and algorithmically generated content. In such contexts, digital literacy can no longer be understood solely as the acquisition of technical competencies. [...] Read more.
In increasingly digital and AI-mediated educational environments, adult learners are required to navigate complex information landscapes shaped by artificial intelligence, digital platforms, and algorithmically generated content. In such contexts, digital literacy can no longer be understood solely as the acquisition of technical competencies. Rather, contemporary digital literacy requires the evaluative and reflective capacities traditionally associated with critical literacy, including the ability to question assumptions, critically evaluate information, engage dialogically with knowledge, and recognise the technological and ideological systems that shape contemporary communication and knowledge production. Consequently, critical literacy has become particularly important within adult and lifelong learning as learners seek to participate meaningfully and ethically within digitally mediated societies. Drawing on Freirean pedagogy and transformative learning theory, this paper revisits critical literacy as a reflective, emancipatory, and socially situated practice grounded in critical consciousness and perspective transformation. It explores how digital technologies can support the development of critical literacy when embedded within learner-centred pedagogies. It further examines the pedagogical potential of digital tools including digital badges, Turnitin Clarity, and Gather to foster reflection, dialogue, writing development, communicative learning, and evaluative judgement. Rather than positioning technology as inherently transformative, this paper argues that it is the pedagogical framing of digital tools that determines their capacity to support critical engagement and learner agency, preserving human criticality within AI-mediated educational systems. This paper highlights the continuing relevance of transformative learning theory in contemporary digital contexts and argues that critical reflection and dialogic learning remain central to adult education in an era shaped by artificial intelligence and digital communication. It concludes that critically informed digital pedagogies can create meaningful opportunities for learners to develop the reflective and evaluative capacities necessary for informed participation in contemporary digital society. Full article
(This article belongs to the Special Issue Adult Education and Literacy: Exploring the Impact of Adult Education, Literacy and Lifelong Learning)
17 pages, 365 KB  
Article
A Descriptive Case Study Approach to Understanding the Role of Higher Education Programme Completion in Development of Recovery Capital
by Rosemary Flynn
Educ. Sci. 2026, 16(8), 1245; https://doi.org/10.3390/educsci16081245 - 6 Aug 2026
Viewed by 276
Abstract
This study explores the potential role of higher education (HE) achievement on the development of Recovery Capital (RC) in individuals recovering from addiction. The purpose of the study is to examine an ongoing collaborative project which embeds provision of HE programmes into the [...] Read more.
This study explores the potential role of higher education (HE) achievement on the development of Recovery Capital (RC) in individuals recovering from addiction. The purpose of the study is to examine an ongoing collaborative project which embeds provision of HE programmes into the residential addiction recovery setting, providing opportunities for HE achievement to marginalised individuals. The collaborative project between South East Technological University (SETU), a higher education institution (HEI) in Ireland and an addiction recovery provider is examined through the theoretical lens of RC. This study compares Irish and international research and the existing literature on RC as it pertains to addiction recovery, including HE achievement. The theoretical lens through which the collaboration is analysed identifies consistencies, gaps or deviations between the case study which includes Pierre Bourdieu’s capital theory and Cloud and Granfield’s RC hypotheses to explore potential alignment with the principles of both concepts. This paper has identified opportunities for further research on several elements of RC, such as the contribution of peer support in HE achievement, particularly within a residential recovery setting, the stage of recovery in conjunction with the timing of the educational intervention, and the weighting or value of certain RC ingredients. These elements could form the basis of future national and international research into the impact of HE achievement on RC and long-term addiction recovery outcomes. Full article
(This article belongs to the Special Issue Adult Education and Literacy: Exploring the Impact of Adult Education, Literacy and Lifelong Learning)
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16 pages, 411 KB  
Article
Developing a Theory of Effective Parental Engagement in Family Literacy Programmes
by Lána McCarthy, Martine Smith and Duana Quigley
Educ. Sci. 2026, 16(8), 1213; https://doi.org/10.3390/educsci16081213 - 29 Jul 2026
Viewed by 504
Abstract
This study develops a theory of parental engagement by exploring the perspectives of both parents and practitioners within a socio-economically disadvantaged area in Dublin, Ireland. Using Constructivist Grounded Theory, data were generated through focus groups with participants involved in the family literacy programme [...] Read more.
This study develops a theory of parental engagement by exploring the perspectives of both parents and practitioners within a socio-economically disadvantaged area in Dublin, Ireland. Using Constructivist Grounded Theory, data were generated through focus groups with participants involved in the family literacy programme Breakfast Buddies. Analysis resulted in the development of a substantive theory, The Dance of Engagement, which conceptualises parental engagement as a relational, non-linear, and co-constructed process. The findings identify three foundational tenets—safety, equality and trust—as essential conditions underpinning effective parental engagement. Four interconnected categories describe how engagement unfolds in practice: choosing to engage, co-creating engagement, connecting to engage and sharing. These categories illustrate how engagement is initiated, sustained and extended beyond programme settings into home and community contexts. The study demonstrates that personalised practitioner approaches, relational environments and shared ownership of engagement processes support greater parental confidence, sustained participation and reciprocal learning between parents and practitioners. The resulting theory challenges deficit-oriented and participation-based models of parental engagement by focusing on collaboration and contextual responsiveness. The Dance of Engagement offers a theoretically grounded framework with clear implications for policy and practice, particularly for designing inclusive family literacy practices to improve outcomes for children and families in disadvantaged communities. Full article
(This article belongs to the Special Issue Adult Education and Literacy: Exploring the Impact of Adult Education, Literacy and Lifelong Learning)
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