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Education Sciences
Special Issues
Investigating Informal Learning in the Age of Technology
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Investigating Informal Learning in the Age of Technology

A special issue of Education Sciences (ISSN 2227-7102).

Deadline for manuscript submissions: closed (31 December 2025) | Viewed by 4174

Special Issue Editors

Prof. Dr. Bernhard Schmidt-Hertha

E-Mail Website
Guest Editor
Department for Education and Rehabilitation, Ludwig-Maximilians-University Munich, Leopoldstrasse 13, 80802 Munich, Germany
Interests: learning and teaching with digital technology; informal learning of adults; learning in later life; digitalization in educational institutions
Dr. Karin Rott

E-Mail Website
Guest Editor
Department for Education and Rehabilitation, Ludwig-Maximilians-University Munich, Leopoldstrasse 13, 80802 Munich, Germany
Interests: learning and teaching with digital media; (informal) professionalisation in adult education; AI in vocational education and training

Special Issue Information

Dear Colleagues,

Informal learning can take place consciously or unconsciously in all areas of life and in all phases of life. There are numerous studies on learning during work, in particular, but also on informal learning in the family, in peer groups, or during voluntary work. Digital technologies are dramatically expanding the possibilities and presumably also the necessity of informal learning. The omnipresence of digitally networked technologies enables access to knowledge and information largely independent of time and place and, at the same time, poses new challenges, e.g., with regard to the examination and evaluation of available content. This Special Issue deals with the possibilities, requirements, and limits of informal learning with, about, and in relation to digital technologies. In particular, we encourage the submission of studies on the use of artificial intelligence and the handling of privacy and data protection as well as the question of the limits of informal learning. However, contributions on other topics in this subject area are also very welcome.

Prof. Dr. Bernhard Schmidt-Hertha
Dr. Karin Rott
Guest Editors

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-blind 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 1800 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

  • informal learning
  • informal education
  • technology
  • digitalization
  • artificial intelligence
  • self-organized learning
  • lifelong learning

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Published Papers (5 papers)

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Research

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17 pages, 602 KB  
Article
“If Only I Were Younger”—Perspectives on Informal Learning of Older Adults Aged 90 and Above
by Christina Klank, Michael Doh and Ines Himmelsbach
Educ. Sci. 2026, 16(4), 589; https://doi.org/10.3390/educsci16040589 - 7 Apr 2026
Viewed by 459
Abstract
Despite ongoing population aging, older adults remain underrepresented in educational and digital media research, particularly individuals from the fourth and fifth ages. Available data suggest a decline in participation in formal education, as well as decreasing numbers of internet users with advancing age. [...] Read more.
Despite ongoing population aging, older adults remain underrepresented in educational and digital media research, particularly individuals from the fourth and fifth ages. Available data suggest a decline in participation in formal education, as well as decreasing numbers of internet users with advancing age. However, detailed information on very old adults’ perspectives on learning and digital devices remain limited, especially regarding informal learning activities. This study aims to examine attitudes toward and the perceived relevance of informal and digital learning among individuals aged 90 years and over. In total, seven interviews with older adults aged 90 years and older were conducted using a combination of biographical-narrative and problem-centered interview methods. Data were analyzed using Reflexive Thematic Analysis. Two overarching themes, consisting of a total of seven themes, were developed: perspectives on learning developed over the course of life and current perspectives on learning. Results indicate that the aging process itself becomes a salient learning process. Although age-related stereotypes such as ‘You can’t teach an old dog new tricks’ persist, nursing homes were identified as environments that support learning. This study sheds light on informal learning processes in advanced age. Full article
(This article belongs to the Special Issue Investigating Informal Learning in the Age of Technology)
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15 pages, 236 KB  
Article
Learning New Technologies Through Everyday Educative Experiences
by Stephen Billett and Anh Hai Le
Educ. Sci. 2026, 16(3), 477; https://doi.org/10.3390/educsci16030477 - 19 Mar 2026
Viewed by 342
Abstract
Most learning across the adult lifespan arises outside the circumstances of formalised educational provisions, such as taught courses, training programmes or professional development interludes. In fact, it occurs through everyday experiences as adults engage in activities and interactions in work, community and family [...] Read more.
Most learning across the adult lifespan arises outside the circumstances of formalised educational provisions, such as taught courses, training programmes or professional development interludes. In fact, it occurs through everyday experiences as adults engage in activities and interactions in work, community and family settings. Some of those experiences are inherently educative. They provide forms of indirect guidance and support for learning and sometimes direct assistance in developing further what they know, can do and value (i.e., learning) that would not otherwise be acquired through their own discovery efforts alone. These kinds of experiences can be labelled as ‘educative’, originally coined by Dewey but re-defined here to accommodate the broader array of experiences through which individuals learn than through intentional efforts of schooling. For instance, evidence suggests that adults’ engagement and activities in community, workplace and family settings offer a range of such educative experiences. These experiences are distinct from those availed through formalised educational programmes and acts of teaching. Moreover, these kinds of experiences are distributed across a range of social, cultural and economic activities in which adults engage. They can offer support and guidance when new challenges are being faced in and across communities. The role of educative experiences is examined in the context of older adults’ learning to engage with new technologies in this review paper. It draws upon observations from work life history studies and quantitative data from the Program of International Assessment of Adult Competence. It is proposed that there are close and more distal forms of guidance and support that individuals engage with in becoming competent with new technologies that are increasingly being utilised across all aspects of economic, cultural and social life. This provides a context in which the concept of educative experiences can be appraised as a means for this kind of learning to progress. Full article
(This article belongs to the Special Issue Investigating Informal Learning in the Age of Technology)
24 pages, 449 KB  
Article
Digital Learning and Usage Practices of German Students in a Continuum of Formal and Informal Contexts—Results of a Diary Study
by Therese Rosemann
Educ. Sci. 2026, 16(2), 208; https://doi.org/10.3390/educsci16020208 - 29 Jan 2026
Viewed by 788
Abstract
In the “culture of digitality”, new (digital) spaces of opportunity in the contested field of formal and informal learning contexts are constantly emerging, forcing students to orient themselves and take responsibility for selecting information. To deal with the associated challenges (e.g., cognitive overload) [...] Read more.
In the “culture of digitality”, new (digital) spaces of opportunity in the contested field of formal and informal learning contexts are constantly emerging, forcing students to orient themselves and take responsibility for selecting information. To deal with the associated challenges (e.g., cognitive overload) this brings, digital skills are required, which can be acquired through various learning and usage practices. The aim of this study is to examine the interplay between students’ individual (digital) learning environments and their (digital) learning and usage practices, which are shaped by the culture of digitality, to derive actionable recommendations for the promotion of digital competencies. Thus, the multivariate results of a quantitative 10-day diary study with 70 students from a German University demonstrate that merely owning digital media is not sufficient to stimulate processes for developing digital competencies. Instead, students need to be encouraged to use these media in a way that actively promotes learning and reflection. Against the backdrop of these findings, there is a discussion about how learning environments can be designed to support and accompany students’ individual digital learning practices. Full article
(This article belongs to the Special Issue Investigating Informal Learning in the Age of Technology)
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21 pages, 1923 KB  
Article
Preparedness Without Pedagogy? An AI-Assisted Web Scraping Analysis of Informal Online Disaster Preparedness Resources for the Public
by Sophie Lacher and Matthias Rohs
Educ. Sci. 2026, 16(1), 146; https://doi.org/10.3390/educsci16010146 - 19 Jan 2026
Viewed by 732
Abstract
Informal learning increasingly occurs in digital environments, where citizens access, evaluate and apply knowledge outside of formal education. In the context of disaster preparedness, such informal learning is crucial for promoting individual and collective self-protection. This study examines how disaster preparedness knowledge is [...] Read more.
Informal learning increasingly occurs in digital environments, where citizens access, evaluate and apply knowledge outside of formal education. In the context of disaster preparedness, such informal learning is crucial for promoting individual and collective self-protection. This study examines how disaster preparedness knowledge is represented in German-language online resources, and how these materials can be categorised from an adult education perspective. An exploratory mixed-methods design combining expert-guided sampling, a qualitatively developed coding scheme, large-scale web scraping and AI-assisted classification was employed. A total of 7305 webpages were analysed in terms of actor type, topic, media format, and didactic design. The findings suggest that government and commercial organisations dominate the online preparedness landscape, with limited contributions from civil society and individuals. Thematically, most resources focus on general preventive measures and checklists, whereas scenario-specific and procedural content is underrepresented. Didactically rich and interactive formats are rare, with most materials relying on static, text-based communication. From an adult education perspective, these results suggest a gap between raising awareness and active learning. While online resources offer easy access to preparedness knowledge, they rarely facilitate deeper understanding, participation or collaborative learning. Methodologically, the study illustrates how AI-assisted analysis can combine qualitative interpretive depth with computational scalability in educational research. Full article
(This article belongs to the Special Issue Investigating Informal Learning in the Age of Technology)
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Other

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39 pages, 2573 KB  
Systematic Review
Enhancing Informal Education Through Augmented Reality: A Systematic Review Focusing on Institutional Informal Learning Places (2018–2025)
by Stephanie Moser, Miriam Lechner, Marina Lazarević and Doris Lewalter
Educ. Sci. 2026, 16(1), 114; https://doi.org/10.3390/educsci16010114 - 13 Jan 2026
Viewed by 1227
Abstract
Informal learning in institutional settings plays a vital role in lifelong education by fostering self-directed knowledge acquisition. With the increasing integration of digital media into these environments, augmented reality (AR) has emerged as a particularly promising technology due to its ability to overlay [...] Read more.
Informal learning in institutional settings plays a vital role in lifelong education by fostering self-directed knowledge acquisition. With the increasing integration of digital media into these environments, augmented reality (AR) has emerged as a particularly promising technology due to its ability to overlay virtual content in real-time and across multiple sensory modalities. This systematic literature review investigates the use of AR in institutional informal learning places (IILPs) from 2018 to 2025, aiming to synthesize findings across the following overall research questions: (1) In which IILP contexts has AR been implemented, and what are the characteristics of the technology? (2) What learning-relevant functions and (3) outcomes are associated with AR in these settings? (4) Which learning theories underpin the design of AR interventions? Following the PRISMA guidelines, empirical studies were identified through comprehensive database searches (Scopus, Web of Science, IEEE Xplore, FIS Bildung) and cross-referencing. Forty-four studies were analyzed via qualitative content analysis. The goal is to provide a descriptive overview of findings, patterns, and relationships. Findings indicate that AR is widely adopted across diverse domains and institutional contexts, primarily through mobile-based AR applications for K–12 learning. Native app development signals growing technological maturity. AR enhances both cognitive and emotional-motivational outcomes, though its potential to support social interaction remains insufficiently investigated. The predominant function of AR is the provision of information. Most of the examined studies are grounded in constructivist or cognitivist learning theories, particularly the Cognitive Theory of Multimedia Learning. Only limited references to emotional-motivational frameworks and minimal references to behaviorist frameworks were found. Full article
(This article belongs to the Special Issue Investigating Informal Learning in the Age of Technology)
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