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Journal articles on the topic 'Education and adult learning'

Author: Grafiati

Published: 7 September 2021

Last updated: 29 July 2025

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1

Giannoukos, Georgios, and Georgios Besas. "Adult Education and Learning Theories." International Letters of Social and Humanistic Sciences 60 (September 2015): 34–38. http://dx.doi.org/10.18052/www.scipress.com/ilshs.60.34.

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Adult education first started at the beginning of the 20th century when it became mandatory to improve the educational level of the adult trainees and also to train them professionally, culturally and socially (Kokkos, 2005). Especially during the last decades, globalization along with the technological advancements, demands continuous education and training due to the high competition and to the need to improve the economy. Besides that, social reasons urge adult education such as sudden social changes in our contemporary society (migration for financial reasons, social exclusion as a result

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2

GUȚU, Vladimir. "Pecularities of evaluating methodology of learning and education of adults." Acta et commentationes: Științe ale Educației 31, no. 1 (2023): 131–40. http://dx.doi.org/10.36120/2587-3636.v31i1.131-140.

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Adult learning and education can be seen as the fourth pillar of lifelong learning – alongside school education, professional training and higher education. Adult learning and education falls under the general forms of education: formal, non-formal and informal, being predominantly of a non-formal and informal nature. This system allows any adult to develop personal and professional skills, thus becoming an active member of society. The methodological framework for adult learning and education in this system is a main component, but the establishment of a mechanism for evaluating its theoretic

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Scutaru-Guţu, Adela. "Online Adult Education." Journal of Educational Theory and Practice DIDACTICA PRO... 20, no. 2-3 (120-121) (2020): 65–68. https://doi.org/10.5281/zenodo.3931144.

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Adult education in the context of lifelong learning is currently being mentioned quite a lot in the public discourse, although in the Republic of Moldova, its meaning is often narrowed to continuing professional training. The article argues for a deeper and wider understanding of the phenomenon and for acknowledging that non-formal adult education is a friendly framework for personal and community development. The sudden need to switch from face-to-face teaching and learning to online interaction generated a number of challenges, but also an opportunity for an unconventiona

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Kasworm, Carol E. "Adult Learning and Adult Education (review)." Review of Higher Education 29, no. 2 (2006): 248–50. http://dx.doi.org/10.1353/rhe.2005.0084.

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‘Aini, Wirdatul. "Adult Self-Concept." Digital Press Social Sciences and Humanities 6 (2020): 00001. http://dx.doi.org/10.29037/digitalpress.46367.

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Adult education is one form of education which is implemented at outside of formal schooling. The targets of adult education implemented at outside of school which is an adult who has experience to attend formal education. The experienced from adult has related to the implementation of education that included an adult who has not received formal education, dropped out from formal school or for those who has never completed formal education, but the adult wants to increase their knowledge, skills and attitude that adult needs in his daily life. Adult education that implemented outside school sh

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Ozanne, William. "Adult learning and education." International Journal of Educational Development 7, no. 2 (1987): 145–46. http://dx.doi.org/10.1016/0738-0593(87)90055-1.

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Abu Hasan, Norraidah, Zawawi Temyati, Mohd Faizal Kamarudin, and Perengki Susanto. "Neo adult learners’ instructional learning model in higher learning education." International Journal on e-Learning and Higher Education 19, no. 3 (2023): 41–48. http://dx.doi.org/10.24191/ijelhe.v19n3.1933.

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Open and Distance Learning (ODL) is important for lifelong learning, allowing adults to acquire new skills, update their knowledge, and stay relevant in an ever-evolving job market. A notable area for improvement is observed in the availability of a comprehensive framework to direct the formulation of Open and Distance Learning (ODL) environments that aptly cater to the requisites of adult learners. There needs to be a comprehensive framework to guide the design of ODL environments that meet the needs of adult learners and which is supported by adult learning theories, online knowledge constru

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AlZain, Al Zain. "Theories in Adult Learning and Education." International Journal of Multidisciplinary Perspectives in Higher Education 4, no. 1 (2019): 139–42. http://dx.doi.org/10.32674/jimphe.v4i1.1689.

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Theories in adult learning and education is a book written in a form of study guide. The author divides the book into two parts. Part one describes the theories of learning; its definitions and its implications on adult learning and teaching. Part two focuses on the global trends of adults' participation in learning. The audience of the book are educators who involved in adult teaching and learning at secondary and post-secondary settings. Unlike traditional chapter books, this study guide challenges the reader by providing exercises and tasks. The purpose of the exercises and tasks is to invi

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Henschke, John A. "Book Review: Adult Education and Adult Learning." Adult Education Quarterly 56, no. 1 (2005): 68–70. http://dx.doi.org/10.1177/0741713605280170.

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10

Kang, Dae Joong. "Book Review: Adult Education and Adult Learning." Journal of Transformative Education 4, no. 1 (2006): 85–90. http://dx.doi.org/10.1177/1541344605282420.

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11

Abeni, El-Amin. "Andragogy: A Theory in Practice in Higher Education." Journal of Research in Higher Education 4, no. 2 (2020): 54–69. http://dx.doi.org/10.24193/jrhe.2020.2.4.

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Adult learning principles develop through an analysis and synthesis of adult education, andragogy, teaching, and learning in higher education. This research investigates foundational assumptions relevant to the field of adult education with a focus on andragogy in higher education. Characteristics of adult learners and principles of adult learning in higher education bear focus through the lens of andragogy. As such, andragogy as the preferred learning style of adults, andragogy vs. pedagogy, and cognitive learning develop relational significance to adult learners in higher education. As a res

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Dehkonovna, Isroilova Shohida. "TECHNOLOGICAL INNOVATIONS USED IN ADULT EDUCATION." IQRO 04, no. 01 (2023): 22–25. http://dx.doi.org/10.37547/iqro-volume04-issue01-06.

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This article argues that as technology continues to evolve, it is critical for language teachers and institutions to stay abreast of the latest developments and leverage their opportunities to create inclusive, dynamic, and learner-centered language learning experiences for older adults. importance is said. It was also suggested that language teaching can be further improved through the use of technological advances, which will ensure that older students can fully enjoy the benefits and opportunities offered by technology in their language learning journeys.

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Gonzáles, José Luis Arias, Bryan Sebastián Alfaro Castillo, Mario José Vasquez Pauca, and Milagros del Rosario Cáceres Chávez. "Educational technology applied to adult education." International journal of health sciences 6, S1 (2022): 142–48. http://dx.doi.org/10.53730/ijhs.v6ns1.4758.

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Adult learning has been ubiquitous not only in the institutions of higher learning but in the lower learning institutions. As shown by many authors, adult learners often bring with them a high level of experience and higher expectations that positively reflect their performance in their classroom-based activity. This study is done explicitly on educational technology applied in adult learning to enhance the learning activities and increase the level of enrollment in adult learners. Also, the study brings to light how significant technological advancement in education is to adult learners since

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Russo, Marianne Robin. "Social Justice and Adult Education." International Journal of Adult Vocational Education and Technology 3, no. 4 (2012): 14–23. http://dx.doi.org/10.4018/javet.2012100102.

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It should be understood that the importance of adult education is to illuminate the current context in which the adult functions. This adult frames directly linked with the construct of social justice. Adult education is examined under two frames: (a) Merriam and Brockett (1997) who define adult education as “…activities intentionally designed for the purpose of bringing about learning among those whose age, social roles, or self-perception define them as adults” and, (b) Horton’s philosophy developed under the Highlander Folk School. Understanding this correlation of adult education within a

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Joan, Robinson. "Learning Partnerships: Interdependent Learning it Adult Education." Adult Education Quarterly 36, no. 3 (1986): 175. http://dx.doi.org/10.1177/0001848186036003012.

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Foley, Griff. "Radical adult education and learning." International Journal of Lifelong Education 20, no. 1-2 (2001): 71–88. http://dx.doi.org/10.1080/02601370010008264.

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17

Price, Lynda, and Stan Shaw. "Adult Education and Learning Disabilities." Career Development for Exceptional Individuals 23, no. 2 (2000): 187–204. http://dx.doi.org/10.1177/088572880002300206.

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18

Bzymek, Agnieszka. "Learning Resilience in Adult Education." Przegląd Badań Edukacyjnych 1, no. 46 (2024): 237–59. http://dx.doi.org/10.12775/pbe.2024.012.

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The following article presents a pedagogical conceptualisation of resilience. In reference to adult education, this category will be analysed as a reflection grounded in an empirical study. Using the autobiographical method, I presented narrative interviews conducted with individuals under the care of the Daily Support Centre in Poland. Narrative biography has not only become a tool for learning about the stories of senior citizens but, for them, it was also a way of learning resilience, fulfilling an autotherapeutic function. In the article, I present the theoretical framework of the phenomen

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Dornan, T., and T. David. "Adult learning and continuing education." Diabetic Medicine 17, no. 1 (2000): 78–86. http://dx.doi.org/10.1046/j.1464-5491.2000.00216-3.x.

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Iucu, Romiţă B., and Elena Marin. "Authentic Learning in Adult Education." Procedia - Social and Behavioral Sciences 142 (August 2014): 410–15. http://dx.doi.org/10.1016/j.sbspro.2014.07.702.

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21

Morrice, Linda, Hongxia Shan, and Annette Sprung. "Migration, adult education and learning." Studies in the Education of Adults 49, no. 2 (2017): 129–35. http://dx.doi.org/10.1080/02660830.2018.1470280.

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22

Orr, Jeffrey A. "Learning from Native Adult Education." New Directions for Adult and Continuing Education 2000, no. 85 (2000): 59–66. http://dx.doi.org/10.1002/ace.8506.

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23

Desjardins, Richard, Thomas Lans, and Peer Ederer. "Adult Learning, Adult Skills and Innovation." European Journal of Education 51, no. 2 (2016): 141–45. http://dx.doi.org/10.1111/ejed.12175.

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24

Gunišová, Denisa. "Learning Strategies Facilitating the Processes of Language Learning in Adult Education." International Journal on Language, Literature and Culture in Education 3, no. 2 (2016): 24–32. http://dx.doi.org/10.1515/llce-2016-0008.

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AbstractThe issue of learning must be based on the latest knowledge of various sciences and also respond to the needs of society. The meaning of life of adults lies in satisfying their needs as well as their self-realization in personal and career direction. In this paper, we focus on the issue of adult language education. Success in acquiring foreign language skills of adults depends on several factors, the level of cognitive functions is different from children, and therefore it is necessary to respect this fact when teaching adults. The way to succeed in this is to teach how to search for i

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Butnari, Nadejda, and Nina Birnaz. "Positive learning environment –imperative in adult education." Studia Universitatis Moldaviae. Seria Științe ale Educației, no. 9(169) (February 2024): 35–41. http://dx.doi.org/10.59295/sum9(169)2024_06.

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The learning environment is of primary importance in creating a favorable climate for the training process corresponding to the age particularities and interest of the learners. The organization of a positive learning environment in the adult training process requires the configuration of factors specific to adult training, oriented towards satisfying the needs of this category of learners, thus determining their success and personal and professional development. In this article we highlight a three-factor context of the learning environment, the valorization of which generates a positive fram

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Oyigbo, Dorida Nneka, K. Chukwuemeka Obetta, Chinasa M. Ugwunnadi, J. O. Acha, Onyinyechi E. Okoye, and B. N. Onah. "Integrating Creativity in the Facilitation of Adult Learning through Analytic and Synthetic Methods: Study of Adult Basic Literacy Education Program in Enugu State, Nigeria." Global Journal of Health Science 12, no. 12 (2020): 70. http://dx.doi.org/10.5539/gjhs.v12n12p70.

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Adult basic literacy education program requires the integration of creativity into learning activities to increase the rate of adult learning in adult basic literacy education program. The study assessed the extent of integrating creativity in facilitating adult learners in adult basic literacy education program. The study adopted a descriptive survey design. The instrument titled, Integrating Creativity in the Facilitation of Adult Learning through Analytic and Synthetic Methods Questionnaire was administered to 880 adult education administrators, adult literacy facilitators and adult learner

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Guan, Chong, Ding Ding, and Kong Weng Ho. "E-Learning in Higher Education for Adult Learners in Singapore." International Journal of Information and Education Technology 5, no. 5 (2015): 348–53. http://dx.doi.org/10.7763/ijiet.2015.v5.528.

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28

Alamprese, Judith A. "Adult Learning and Education in Digital Environments: Learning From Global Efforts to Promote Digital Literacy and Basic Skills of Vulnerable Populations." Adult Learning 35, no. 2 (2024): 73–81. http://dx.doi.org/10.1177/10451595231204089.

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The pervasive role of digital technologies in adult learning and education (ALE) was a prominent theme throughout the deliberations of the Seventh International Conference on Adult Education (CONFINTEA VII) held June 15-17, 2022 in Morocco. CONFINTEA VII embodied the worldwide interest in digital technologies through the use of a hybrid format with appointed delegates participating both virtually and on site. To highlight the importance of digitalization and digital skills, CONFINTEA VII not only devoted a plenary session to “Adult Learning and Education in Digital Environments,” but discussio

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Anastasia, Papadopoulou1* Manolis Koutouzis2. "Adult Education." ISRG Journal of Arts Humanities & Social Sciences (ISRGJAHSS) II, no. VI (2024): 50–58. https://doi.org/10.5281/zenodo.14048665.

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<strong>Abstract</strong> <em>The innovative institution of Second Chance Schools (SDE) is a relatively modern educational intervention whose goal is the social and economic integration of adults, whose formal qualifications are judged to be deficient and insufficient within the context of the modern learning society.</em> <em>The teachers of Second Chance Schools play a fundamental role in achieving the above goals. Who are the institutional mediators between the educational system and the students of these schools? Within this context, the institution of educational evaluation comes to funct

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Zarestky, Jill, and Lauren Vilen. "Adult STEM Education for Democratic Participation." Adult Learning 34, no. 3 (2023): 157–67. http://dx.doi.org/10.1177/10451595231153133.

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Many key concerns require engagement with science, technology, engineering and mathematics (STEM) knowledge. Consider the complexity and nuance of climate change, energy policy, health and medicine, and data security. Informed voting or decision-making on such issues is no easy task; effective participation in our society requires considerable STEM capabilities. Education of all age groups is essential for a scientifically knowledgeable population involved in making democratic decisions about the future. Lindeman argued for adult education learning processes hand-in-hand with democratic proces

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Olena, Samodumska. "Systematization of adult education centres as providers of non-formal learning in Ukraine." ScienceRise: Pedagogical Education, no. 4(31) (July 31, 2019): 36–40. https://doi.org/10.15587/2519-4984.2019.176303.

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The process of adult learning in non-formal education is an organized activity of andragogues and adults who study, according to informal educational programs, in conditions of free choice, for achievement of personal and professional educational goals, determined by adults. This process is provided by providers of non-formal educational services, including a variety of companies, organizations, institutions or individuals that provide these services to the target audience of the adult population. Adult education centers in Ukraine today are such providers that are developing rapidly. The arti

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Cotruta, Dionisie. "Defining aspects of adult motivation for learning in the context of lifelong learning." Studia Universitatis Moldaviae. Seria Științe ale Educației, no. 9(179) (February 2025): 199–203. https://doi.org/10.59295/sum9(176)2024_28.

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Motivation has been considered from the perspective of psychodynamic orientation as a stimulation and discharge of energy; associated from the behaviourist approach to a stimulus, as a learned reaction; seen as a psychological factor influencing behaviour. Motivation as an influencing factor in lifelong learning tendencies and as a landmark in the lifelong learning process is gaining momentum in today’s society, becoming increasingly common among both researchers and educational institutions. While the education of school pupils has long been the main focus of educational institutions, the imp

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Campbell, Kay N. "Adult Education: Helping Adults Begin the Process of Learning." AAOHN Journal 47, no. 1 (1999): 31–40. http://dx.doi.org/10.1177/216507999904700106.

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34

Aleksina, Vera A., and Ekaterina S. Lapshova. "Technology of problem-based teaching of academic English for chemists in the system of additional education." Focus on Language Education and Research 3, no. 1 (2022): 3–10. http://dx.doi.org/10.35213/2686-7516-2022-3-1-3-10.

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The aim of the article is to consider the features of additional education for adults, to research the main problems that arise in the training of adult chemists, and to substantiate the choice for further study and modernization of the problem-based learning technology. The article discusses the features of adult education, the specifics of the system of additional education, and substantiates the choice of a system of additional education for adult education. The authors substantiate the choice of problem-based learning technology for subsequent modernization and implementation i

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35

Doutor, Catarina, and Paula Guimarães. "Adult Education and Lifelong Learning Policies." Andragoška spoznanja 25, no. 1 (2019): 15–31. http://dx.doi.org/10.4312/as.25.1.15-31.

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This article discusses adult education policies in Greece and Portugal according to the model proposed by Lima and Guimarães (2011), which encompasses three analytical perspectives on adult learning and education. After the introduction, the methodological path followed is presented based on the document analysis of Greek and Portuguese national reports and the theoretical framework about adult education policies is discussed. A critical analysis of adult learning and education in both countries is made, based on a comparative approach. The conclusions stress the Europeanisation of adult educa

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Okello H. T, Immaculate. "Nigeria in Focus: Improving the Process of Adult Education Monitoring for Sustainability." IAA JOURNAL OF EDUCATION 9, no. 3 (2023): 14–18. http://dx.doi.org/10.59298/iaaje/2023/3.10.1000.

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Adult education is a transformative learning activity that aims to improve skills and competence for personal and societal benefit. It is a lifelong learning activity that spans formal and non-formal scopes. Adults engage in adult education for personal knowledge enhancement and socio-economic and political participation. However, adult education has been neglected by the government, despite its potential to transform the country. Monitoring adult education is crucial to address mistakes and ensure the sustainability of this form of education in Nigeria. Monitoring allows individuals to rectif

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Boiarska-Khomenko, Anna. "Regulatory support of adult education in EU countries." Continuing Professional Education: Theory and Practice, no. 3-4 (2018): 105–10. http://dx.doi.org/10.28925/1609-8595.2018.3-4.105110.

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In the article, the analysis of the European Parliament's normative legal documents on adult education has been carried out. The role and significance of lifelong learning at the present stage have been determined by the help of normative acts. Trends and vectors of adult education development are: popularization of education among the adult population, the use of the latest educational technologies, improvement of teaching methods, involving different target groups in education, formal recognition of non-formal and informal education, provision of qualified pedagogical personnel to the adult

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Slattery, Deirdre. "Adult Environmental Education and Ecology." Australian Journal of Environmental Education 15 (1999): 85–93. http://dx.doi.org/10.1017/s0814062600002640.

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AbstractLand management is often a three-way partnership between management agencies, scientists and community members. Co-operation between these three sectors in working for better environmental outcomes has a long history in Victoria, and nature conservation has often previously been achieved through successful adult environmental education. The recent development of an ecology course on the Box and Ironbark forests continues this tradition. It was organised by the Department of Natural Resources and Environment (DNRE) for community interest groups and was taught by scientists.This article

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39

Taylor, F. John, Richard Edwards, Ann Hanson, et al. "Boundaries of Adult Learning." British Journal of Educational Studies 44, no. 4 (1996): 465. http://dx.doi.org/10.2307/3121928.

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Thomson, Alistair. "Learning about Adult Learning: the 1992 North American Adult Education Research Conferences." Studies in the Education of Adults 25, no. 1 (1993): 92–104. http://dx.doi.org/10.1080/02660830.1993.11730584.

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Nthiga, Purity M., Gatitu E. Kiguru, and Phyllis W. Mwangi. "Adult education and development." Msingi Journal 1, no. 1 (2019): 18–34. http://dx.doi.org/10.33886/mj.v1i1.93.

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The Incheon Declaration 2015- “Towards 2030: a new vision for education,” recognizes the important role of education as the main driver of development, and therefore commits to “ensure inclusive and equitable quality education and promote life-long learning opportunities for all(p. i).” The declaration further commits to “ensuring that all youth and adults, especially girls and women, achieve relevant and recognized functional literacy and numeracy levels and acquire life skills and that they are provided with adult learning and training opportunities (p. 7).”” This commitment is a clear recog

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Wickett, Reg. "Adult Learning Theories and Theological Education." Journal of Adult Theological Education 2, no. 2 (2005): 153–61. http://dx.doi.org/10.1558/jate.2005.2.2.153.

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Mason, Robin. "Learning technologies for adult continuing education." Studies in Continuing Education 28, no. 2 (2006): 121–33. http://dx.doi.org/10.1080/01580370600751039.

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Butler, Katharine G. "Learning Disabilities, Literacy and Adult Education." Topics in Language Disorders 20, no. 1 (1999): 76–77. http://dx.doi.org/10.1097/00011363-199911000-00008.

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Allmendinger, Jutta, Corinna Kleinert, Manfred Antoni, et al. "18 Adult education and lifelong learning." Zeitschrift für Erziehungswissenschaft 14, S2 (2011): 283–99. http://dx.doi.org/10.1007/s11618-011-0197-0.

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Jarvis, Peter. "Lifelong learning: Universities and adult education." Asia Pacific Education Review 2, no. 2 (2001): 28–34. http://dx.doi.org/10.1007/bf03026288.

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Hartzell, Joshua D. "Adult Learning Theory in Medical Education." American Journal of Medicine 120, no. 11 (2007): e11. http://dx.doi.org/10.1016/j.amjmed.2006.10.024.

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48

Rogers, Alan. "Theories in adult learning and education." International Review of Education 59, no. 3 (2013): 405–7. http://dx.doi.org/10.1007/s11159-013-9333-9.

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Clover, Darlene E., and Robert Hill. "Adult Learning, Education, and the Environment." New Directions for Adult and Continuing Education 2013, no. 138 (2013): 49–59. http://dx.doi.org/10.1002/ace.20053.

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Bierema, Laura L. "Adult Learning in Health Professions Education." New Directions for Adult and Continuing Education 2018, no. 157 (2018): 27–40. http://dx.doi.org/10.1002/ace.20266.

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