Search Results (10)

This study explores the impact of two teaching methods on the Self-Efficacy in Physics of adult learners in Greek Second Chance Schools (SCSs), an institution designed to promote Lifelong Learning. The participants were divided into two groups. The experimental group was taught selected Physics topics using a STEM-based approach, while the control group received instruction through traditional lectures. Quantitative data were collected using two reliable and validated structured questionnaires to assess the self-efficacy of adult learners prior to and following the instructional intervention. Findings reveal that the STEM-based approach led to a statistically significant improvement in self-efficacy beliefs among adult learners, with no differences observed by gender or age. This study highlights the value of integrating technology-enhanced STEM education into alternative education frameworks and provides a foundation for future investigations in adult education contexts through the application of innovative, learner-focused methodologies. Full article

This study explores the integration of 3D printing technology by adult learners in Greek Second Chance Schools (SCS), institutions designed to address Early School Leaving and promote Lifelong Learning. Grounded in constructivist and experiential learning theories, the research examines adult learners’ attitudes toward 3D printing technology through a hands-on STEM activity in the context of teaching scientific literacy. The instructional activity was centered on a physics experiment illustrating Archimedes’ principle using a multimodal approach, combining 3D computer modeling for visualization and design with tangible manipulation of a printed object, thereby offering both digital and Hands-on learning experiences. Quantitative data was collected using a structured questionnaire to assess participants’ perception toward the 3D printing technology. Findings indicate a positive trend in adult learners’ responses, finding 3D printing accessible, interesting, and easy to use. While expressing hesitation about independently applying the technology in the future, overall responses suggest strong interest and openness to using emerging technologies within educational settings, even among marginalized adult populations. This work highlights the value of integrating emerging technologies into alternative education frameworks and offers a replicable model for inclusive STEM education and lays the groundwork for further research in adult learning environments using innovative, learner-centered approaches. Full article

This study investigates participation patterns in publicly accessible educational events organized by a college policy and research center. These programs, which addressed topics related to energy and sustainability, were conducted both online and in person and featured expert speakers from government, business, and nonprofit sectors. By analyzing registration data from over 1400 participants across multiple events, the study identifies key trends in attendance, including sector affiliation, repeat attendance, and the impact of regional relevance on program popularity. The findings indicate that most participants were private citizens or affiliated with the business sector, with lower attendance rates from academia, government, and nonprofit sectors. Furthermore, the study underscores the popularity of regionally pertinent topics and the challenges in attracting participants to more specialized topics. The research highlights the importance of providing low-barrier, accessible adult environmental education (AEE) opportunities. It suggests that colleges and universities, with organizational capabilities and access to expert speakers, are uniquely positioned to offer these programs. This study contributes to the limited quantitative research on AEE, addressing a gap in understanding participation patterns and engagement within the field. Full article

Lifelong learning, particularly in adult education, has gained considerable attention due to rapid lifestyle changes, including pandemic-induced lockdowns. This research targets adult learners returning to higher education after gap years, emphasizing their preference for technology with clear, practical benefits. However, many still need help operating digital media. This research aims to identify best practices for sustainably providing digital scientific materials to students by examining respondents’ tendencies in viewing journal article pages and scientific posters, with a focus on layout designs that include both textual and schematic elements. The research questions focus on (1) identifying the characteristics of Areas of Interest (AoI) that effectively attract learners’ attention and (2) determining the preferred characteristics for each learner group. Around 110 respondents were selected during the experiments using web tracking technology. Utilizing this web-based eye-tracking tool, we propose eight activities to detect learners’ perceptions of text-based learning object materials. The fact that first language significantly shapes learners’ attention was confirmed by time-leap analysis and AoI distances showing they focus more on familiar elements. While adult learners exhibit deeper engagement with scientific content and sustained concentration during reading, their unique preferences toward digital learning materials result in varied focus patterns, particularly in initial interest and time spent on tasks. Thus, it is recommended that lecturers deliver digital content for adult learners in a textual format or by placing the important parts of posters in the center. Full article

In 2025, the English government will commence the roll out of a transformative new funding system for post-18 learners entitled the ‘Lifelong Learning Entitlement’ (LLE). This will be a single funding system for both higher and further education, which the government argues, will enable learners to pay for courses to develop new skills and gain new qualifications at a time that is right for them through full-time degree programmes, flexibly through part-time study, or by undertaking individual modules as and when they are needed. The focus is on training, retraining and upskilling at levels four to six (i.e., the first three years of a degree programme) and on high-value technical courses at levels four and five. Essentially, the LLE is a lifelong entitlement to access a loan fund to support higher level/higher education studies up to age 60. Some targeted maintenance grant funding will be provided to some students who require it to age 60 and beyond. The authors will provide a critical review of the LLE from a lifelong learning perspective. They will explore the complex multifaceted discourse embedded in LLE intentions, as presented in policy statements, some of which appear to be at odds with the claims made about the role of LLE, and identify the ways that it will need to be shaped to achieve the benefits sought by government. Using the critical themes underpinning this special edition of the journal, they will consider the role that education provided through the LLE ‘transformative agenda’ can play in enabling access by adult learners of all types and for multiple reasons. They will consider the interplay between these and neo-liberal values relating to the role of higher education in employment, training and skills-focused priorities. They will also reflect on the role that the HE sector will inevitably need to play in shaping course design and delivery to ensure that the LLE can deliver both the government’s goals and those of lifelong learners, particularly those from disadvantaged communities and backgrounds. Full article

This research addresses the social exclusion of elderly citizens in terms of lifelong education via an interdisciplinary STEAM (science, technology, engineering, arts, and mathematics) approach. Technological literacy among older people is a critical factor in social exclusion. This study seeks to provide senior citizens with competencies in scientific, artistic, mathematical, and technological domains by enhancing scientific and technological literacy. The research developed a series of non-formal education sessions on the golden ratio using a STEAM educational approach. A quantitative methodology approach was carried out by using a diagnostic survey of the participants’ conceptions and a subsequent quasi-experimental study to evaluate the impact of the intervention. This study, conducted with 37 senior citizens (n = 37), found positive results aligning with the existing literature on the potential of the STEAM approach. The STEAM approach proved to be engaging for seniors, offering a holistic and interdisciplinary educational experience. Despite the limited availability of science educational programs for seniors and the scarcity of studies on lifelong learning using the STEAM approach, this research highlights the need for such initiatives, especially given the growing senior population. Applying STEAM education shows promise in enhancing scientific literacy and motivation among adult learners. By integrating mathematical concepts, such as the golden ratio, with practical applications in arts and natural sciences, STEAM education can provide a rich, motivating, and accessible learning experience, promoting active and healthy ageing through lifelong learning. Further research and development in this area could maximise educational benefits for the senior population. Full article

Kazakhstan’s government has launched many policy reforms to enhance the well-being of its underrepresented citizens and develop human capital by providing education to all. Therefore, the government has adopted a policy on inclusive education and recognised the rights to education of all learners, including those with disabilities, based on equal opportunity, without any discrimination. This aims to facilitate equal access to lifelong education opportunities, including in Technical Vocational Education Training Institutes (TVETIs). Thus, inclusive education in TVET settings and lifelong learning, especially for adults with special needs, has become an educational priority in Kazakhstan. Therefore, this collaborative action research study intended to explore classroom practices promoting the inclusion of adult students with disabilities at Kazakhstani Technical Vocational Education and Training Institutions (TVETIs). Qualitative data were collected through reflective journals, student focus-group interviews, documentary analysis, and reflective meetings of the professional learning group of selected teachers and students during the four stages of collaborative action research (CAR). Data were analysed through group interpretative meetings by the research team and inductive thematic content analysis by the researcher. Among the findings is that the educative process in TVETIs does not sufficiently provide reasonable inclusive support for adult students with disabilities. As a result, a comprehensive review of inclusive practices in these institutions was critical. This paper discusses some practices that could promote inclusion in TVET classrooms. Full article

This paper examines a possible future for postsecondary education in the age of AI. The consensus view among economists is that AI is a general purpose technology (GPT), similar to the steam engine, electricity, and the internet. As a GPT, AI will be the main driver of innovation for the foreseeable future in most sectors of the economy, including education. As AI evolves, it holds the promise of fundamentally redefining the educational landscape, influencing not only current practices in institutional management and pedagogy but also shaping future trends in learning, evaluation, and accreditation. While traditional college-aged students have received significant attention in educational studies, this paper emphasizes the needs of adult learners as lifelong learners and explores how AI-driven innovations can enhance their educational experiences, offering personalized and flexible learning solutions. This paper also argues that a dramatic breakthrough is needed in the cost–value equation for education to support workforce development and lifelong learning. Full article

Lifelong learning is a key element of the conceptual framework of active aging. To understand how older adults experience active aging through participation in lifelong learning, the authors conducted a qualitative case study. The research participants were older adult learners attending evening schools aiming to pass the equivalency examination. Data were collected primarily using semi-structured interviews with five older adult learners, and additional data were collected from relevant documents. Data analysis and thematic discussion provided insights into how older adults experience active aging by participating in lifelong learning. Data analysis identified themes of overcoming limited education, taking the equivalency examination, and evolving goals. Thematic discussion revealed that older adults began learning to meet deficiency needs; however, they developed their goals after attending evening schools and passing the equivalency examination. In addition, lifelong learning is an indispensable element of active aging not only because learning is good for older adults’ wellbeing, as reported in the literature, but also because older adults become more active in the systemic change of their environment and in the setting goals for their lives. Full article

This article investigates Brown’s assertion that students today exhibit an unwillingness/inability to engage in critical thinking (CT). He describes this as a ‘critical thinking deficit’. The question of whether CT can be taught or whether we can only create the conditions in which CT can thrive and develop is explored through analysis of data from a pedagogical intervention of a Poetry Group; it aims to develop CT by employing Community of Inquiry as a methodology. This intervention was offered to a group of Further Education (FE) students over a period of six months with the intention of preparing them for progression into Higher Education (HE). Findings from the study lend support to the claim that sharing stories and poems is helpful in developing social and cultural capital across the group and in supporting CT and academic development. Students in the study report that they found the Poetry Group particularly valuable in encouraging both critical engagement with their Arts subject, deeper levels of learning and supporting improvements in attainment. Full article