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Journal articles on the topic 'Informal civic learning'

Author: Grafiati

Published: 3 June 2025

Last updated: 31 July 2025

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1

Cassidy, Lisa. "Nine Ideas for Including a Civic Engagement Theme in an Informal Logic Course." American Association of Philosophy Teachers Studies in Pedagogy 4 (2018): 100–115. http://dx.doi.org/10.5840/aaptstudies201922236.

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A class in informal logic can be an opportunity to do more than just cover the basic material of the subject (such as fallacies, induction, and deduction). Critical Thinking can also foster civic engagement as experiential learning—in the course’s readings, assignments, in-class activities and discussions, and tests. I favor an inclusive understanding of civic engagement: the course theme is engaging (from the French, pledging with) with the concerns of the civis (Latin for the citizenry). The argument made throughout here is that the civic engagement theme is a way of doing experiential learn

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Haren Conely, Linnea M., and Leslie A. Cordie. "The Learning Democracy: The Relationship Between Adult Informal Learning, Lifelong Learning Mindset, and Civic Engagement." Adult Learning 34, no. 3 (2023): 142–56. http://dx.doi.org/10.1177/10451595231161345.

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Using structural regression analyses, data from the U.S. 2017 Program on International Assessment of Adult Competencies (PIAAC) background survey were examined to test the effect of informal learning (observed through everyday activities, such as reading the newspaper or using the Internet to find information about issues) on civic engagement (observed through volunteerism, political self-efficacy, and social trust). Results showed a positive relationship between informal learning and civic engagement with ICT-related activities having the strongest effect. This effect was mediated by presence

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Hollett, Ty, and Christian Ehret. "Civic rhythms in an informal, media-rich learning program." Learning, Media and Technology 42, no. 4 (2016): 483–99. http://dx.doi.org/10.1080/17439884.2016.1182926.

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Mercea, Dan. "Making sense of democratic institutions intertextually: Communication on social media as a civic literacy event preceding collective action." Communication Review 18, no. 3 (2015): 189–211. https://doi.org/10.1080/10714421.2015.1058102.

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Communication on social media preceding coordinated street demonstrations is assayed for evidence of practice-based informal civic learning about conventional politics and mainstream media. This is done to offset a mounting interest in activist self-organisation and self-reflexivity with a scrutiny of networked communication as a civic literacy event. The article proposes that scepticism and criticality directed at media and political institutions provide fertile justification for their challenge, thereby rendering intertextual informal learning an expedient to collective action.

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Mündel, Karsten, and Daniel Schugurensky. "Community based learning and civic engagement: Informal learning among adult volunteers in community organizations." New Directions for Adult and Continuing Education 2008, no. 118 (2008): 49–60. http://dx.doi.org/10.1002/ace.295.

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Armawi, Armaidy, and Raharjo Raharjo. "Evaluasi Program Sosialisasi Civic Literacy Dalam Pembentukan Etika Warganegara Muda." Jurnal Filsafat 31, no. 1 (2021): 1. http://dx.doi.org/10.22146/jf.54421.

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ABSTRACTThis study aims to find out and evaluate the process of civic literacy socialization to establish the ethics of young citizens and the implications towards personal resilience in Surakarta and formulating the socialization model of civic literacy as a form of citizenship education.This research was conducted in Surakarta with the target of community conducting citizenship education activities. This research used field research with descriptive qualitative approach which describes citizenship education practice which is done informally in socialization of civic literacy activities. The

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Keynan, Irit, and Alon Lazar. "Defining the Good Citizen: Online Conceptions of American Members of the Yahoo! Answers Community." International Journal of Social Science Studies 5, no. 4 (2017): 6. http://dx.doi.org/10.11114/ijsss.v5i4.2265.

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Educators invest serious effort in bringing their students to adopt the notions of the 'good citizen'. Based on the growing impact of informal learning through social media, especially when asking for online help in civic education assignments, previous studies called for investigating the role of online platforms as arenas of informal civic education. This paper takes up this gauntlet, analyzing inputs of American members of the Yahoo! Answers online community in response to students' queries concerning the definition of the 'good citizen'. The results show a passive and conformist concept of

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Naval, Concepción, Jorge L. Villacís, and Sara Ibarrola-García. "The Transversality of Civic Learning as the Basis for Development in the University." Education Sciences 12, no. 4 (2022): 240. http://dx.doi.org/10.3390/educsci12040240.

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The social dimension of higher education seems to have been highlighted in the most recent documents of the European Higher Education Area. Furthermore, the interest in providing future graduates with the competences necessary for their future jobs seems to have grown in recent decades. In this context, the key questions are what social competences could help graduates to enter the world of work and how universities can facilitate the development of such competences. In the present article, we clarify the role of civic and social competence in university education and offer some guidelines to

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Yuan, Chien Wen, Benjamin V. Hanrahan, Sooyeon Lee, and John M. Carroll. "Designing Equal Participation in Informal Learning for People with Visual Impairment." Interaction Design and Architecture(s), no. 27 (December 20, 2015): 93–106. http://dx.doi.org/10.55612/s-5002-027-006.

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Informal learning opportunities that complement formal education with diversity and flexibility are abundant in our daily lives. While sighted people take advantage of such learning and may take it for granted, people with visual impairment are sometimes excluded, due to their sight loss, from accessing informal learning, social interaction, and civic engagement. In this sense, they are not equal participants in the highly visual, sighted world. This paper investigates the needs of people with visual impairment, identifies issues, and suggests a direction to support equal participation. We pro

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10

Grummell, Bernie. "Filtering informal learning in everyday life: invoking ordinariness and moving to civic engagement." International Journal of Lifelong Education 29, no. 5 (2010): 565–79. http://dx.doi.org/10.1080/02601370.2010.512805.

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Diniz, Pedro Henrique Carretta, and Luciana Londero Brandli. "Addressing SDGs through informal education: a comprehensive analysis." Caderno Pedagógico 22, no. 5 (2025): e14870. https://doi.org/10.54033/cadpedv22n5-136.

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This study explores the relationship between the Sustainable Development Goals (SDGs) and different forms of education, focusing on the global movements of Educating Cities and Learning Cities. Recognizing the essential role of education in achieving the SDGs, the study highlights how the aforementioned movements can contribute to sustainability in a local level. A mixed-methods approach was used, combining a bibliometric analysis of 188 articles from the Web of Science and a qualitative review of key documents, including UNESCO and IAEC materials. The bibliometric analysis identified main res

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Grabowska, Monika. "Non-Formal Learning of Foreign Languages in the Polish Educational Context (Based on the Example of Students of French)." Roczniki Humanistyczne 71, no. 10 (2023): 7–19. http://dx.doi.org/10.18290/rh237110.1.

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This article is an attempt to conceptualise situations of non-formal learning of foreign languages in opposition to those situations of formal and informal learning. Its purpose is to show the blurred boundaries of each of the above categories, so that it is impossible to define one without referring to the other. In the first part of the work, we rely on the definitions developed by Schugurensky in the field of civic education, transferring them to the field of the teaching of foreign languages, and on Sockett’s studies on informal language learning in higher education, illustrating them wi

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Berman, Kim. "Civic Studies: The University as Civic Catalyst, an International Research Conference (2021) Convened with the Support of the American Educational Research Association (AERA)—Art Activism as a Civic Catalyst." Good Society 32, no. 1-2 (2023): 78–95. https://doi.org/10.5325/goodsociety.32.1-2.0078.

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Abstract The article considers two examples of civic agency. The first is the example of Artist Proof Studio (APS), a community arts and printmaking organization based in Johannesburg, South Africa. APS aims to enable students to co-create their education for personal flourishing and broader public purposes and models itself as an “active citizen” in its institutional mission. The second example of civic agency is a community engagement project based at the University of Johannesburg in partnership with an informal settlement community and a group of waste reclaimers who established a childcar

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Mahajan, Radhika. "Importance of Informal Learning over Formal Learning in 21st Century." International Journal of Advance Research and Innovation 5, no. 2 (2017): 118–22. http://dx.doi.org/10.51976/ijari.521721.

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“Informal learning is enhanced when humans participate in interactive experiences”. – Allen (2004; Birchfield et al. 2008) .The unique learning needs of every learner, support the positive human relationships needed for effective learning. Learning environments are the structures, tools, and communities that inspire students and educators to attain the knowledge and skills the 21st century demands of us all. So far, we have considered how buildings, schedules, and technology all contribute to 21st century learning. Now we come to the most essential element of all: the “people network.” This is

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Annet, Kakembo Aisha. "Intergenerational Relationships: Learning from the Past." RESEARCH INVENTION JOURNAL OF RESEARCH IN EDUCATION 5, no. 1 (2025): 8–14. https://doi.org/10.59298/rijre/2025/51814.

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In a rapidly transforming world, intergenerational relationships offer critical insights into the continuity of values, knowledge, and culture. This paper examines how connections between individuals of different age groups serve as a dynamic foundation for social development, cultural preservation, and mutual learning. Drawing on historical examples, theoretical frameworks, and contemporary case studies, the study examines the evolution of intergenerational bonds from early societal structures to modern challenges shaped by technological, cultural, and demographic changes. It delves into the

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Banaji, Shakuntala. "Everyday Racism and «My Tram Experience»: Emotion, Civic Performance and Learning on YouTube." Comunicar 20, no. 40 (2013): 69–78. http://dx.doi.org/10.3916/c40-2013-02-07.

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Does the public expression and performance of shock, distress, anger, frustration and ideological disapproval of particular sorts of politics constitute a form of collective political expression from which individuals can learn about being citizens? When it comes to the expression of feelings of racial and other types of prejudice, has political correctness led to a deepening of entrenched racist beliefs with no channel for discussion? This article engages with such questions through a case study of YouTube responses to «My Tram Experience» a commuter-uploaded mobile-phone video of a racist di

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Trofimova, Irina N. ""Ideal citizen" and civic education in modern Russia." VESTNIK INSTITUTA SOTZIOLOGII 13, no. 2S (2022): 128–42. http://dx.doi.org/10.19181/vis.2022.13.2s.821.

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The relevance of the problem of civic education is determined by the growing dynamics and contradictions of modern society. The diversity of opinions, multitude of sources of information and ways of communication make it difficult to form conventional norms and rules of conduct. The relationship between the individual, society and the state is becoming more complex and changeable. The status of a citizen is transformed from a "given from above" into a socio-political construct, with civic education in its broadest sense becoming a construct tool. In the Russian Federation, since the collapse o

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Yan, Wen-Jie, and Shang-Chia Chiou. "The Safeguarding of Intangible Cultural Heritage from the Perspective of Civic Participation: The Informal Education of Chinese Embroidery Handicrafts." Sustainability 13, no. 9 (2021): 4958. http://dx.doi.org/10.3390/su13094958.

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Heritage education can enable social empowerment. Within the broader goal of social empowerment, a current challenge is to establish principles that promote social participation in traditional education. The practice of protecting intangible cultural heritage in China has developed its own unique working model based on the basic theoretical level of UNESCO. This research used cultural citizenship as a theoretical guide, focused on the traditional embroidery craftsmanship of China’s intangible cultural heritage, and conducted exploratory research on the learning intention and value influence in

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Šormaz, Goran. "The importance of non-formal education for the economy of Serbia." Trendovi u poslovanju 8, no. 2 (2020): 39–48. http://dx.doi.org/10.5937/trendpos2002039q.

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Adult learning and education are an important component of the lifelong learning process, integrating different forms and programs of non-formal and informal learning. This area of learning encompasses a variety of content, from literacy and general skills, through vocational education and training content, to family, civic, environmental, media, leisure education, and many other areas whose priorities depend on the specific needs of each country . The formal system does not meet the needs of the individual or community to learn. Due to the inability of formal education to monitor changes in e

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20

Mccue, Frances. "The Arts and Civic Space: An Experiment in Community Education." Teachers College Record: The Voice of Scholarship in Education 109, no. 3 (2007): 590–602. http://dx.doi.org/10.1177/016146810710900309.

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Background/Context While the arts are being elbowed out of school curricula, new community-based education venues for the arts are emerging in cities across the country. This article describes Richard Hugo House, an arts center for creative writing in Seattle, which attracts people of different ages and sociocultural backgrounds who participate in not only writing studios, but in a wide range of activities such as literary readings and plays. Hugo House also maintains a gallery, a café, and a “zine” library, an underground collection of almost 16,000 homemade magazines from around the world. I

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Fakhrutdinova, Anastasiya V., and Nataliya N. Abakumova. "The multipolar world and the determinants of organizing a citizen’s school education." Vestnik Tomskogo gosudarstvennogo universiteta, no. 503 (2024): 221–26. https://doi.org/10.17223/15617793/503/22.

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The article discusses the results of a problem-based study of the civic education processes at school. The analysis of the Russian and foreign literature proves the necessity to change the paradigm of the Russian citizen formation and moving from civic education organisation to an interdisciplinary organised system for younger generations with the leading role of the school. This study considers civic education as a mechanism that allows influencing changes in social development based on political, economic and social ideas. Historical and pedagogical analysis demonstrated that the transformat

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Dzinekou, Y. J., G. Mureithi, and P. Sergon. "Deployment of service-learning as a pedagogy for social transformation." RIDAS. Revista Iberoamericana de Aprendizaje-Servicio, no. 12 (January 4, 2022): 91–103. http://dx.doi.org/10.1344/ridas2021.12.10.

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Teaching is not only a traditional role of universities, but it remains one of the most critical missions of them. The pedagogy used in teaching determines if learning will be transformational or just transactional. Transactional learning has continually increased university graduates who become a problem to the community instead of being a source of solutions to the community problems. This study introduces service-learning as a transformational learning pedagogy that empowers students to identify problems in their community and enables them to work with the community as co-creators to solve

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Vrdoljak, Ivana. "The Importance of Lifelong Education in Modern Economy." ENTRENOVA - ENTerprise REsearch InNOVAtion 10, no. 1 (2024): 601–17. https://doi.org/10.54820/entrenova-2024-0045.

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Lifelong education includes both formal and informal learning patterns across an individual’s life, aimed at continuous personal development and enhancing societal quality of life. This concept emerged as an extension of educational advancements, representing a broader, more profound understanding of learning that focuses on redesigning education to be more functional and impactful. In modern economies, lifelong education is increasingly recognised as a way to adapt to dynamic career paths and rapid technological changes. It is not only a tool for career advancement and employability but also

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Evans, Jabari. "Connecting Black youth to critical media literacy through hip hop making in the music classroom." Journal of Popular Music Education 4, no. 3 (2020): 277–93. http://dx.doi.org/10.1386/jpme_00020_1.

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This article is an ethnographic study of a hip hop-based music education programme for students within elementary school classrooms. Drawing on two years of fieldwork in two urban schools, this case study describes how hip hop song composition encouraged participants to make essential and critical reflections about media’s place in their personal lives, peer groups, families and communities. The findings of this study suggest that the social and cultural capital of making hip hop music can contribute to bolstering academic learning for Black youth. Implications from this study also suggest inf

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Schroot, Tanja. "Working, Living and Aging with the Elderly: Domestic Care Workers and their Lifelong Learning Practices. The Case of Romanian Women in Italy." MONDI MIGRANTI, no. 1 (April 2025): 97–113. https://doi.org/10.3280/mm2025-001006.

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For several decades, European policymakers have been investing substantial efforts in boosting national and individual engagement for lifelong learning (LLL) to drive sustainable growth and to build a more inclusive society. The forecasted longevity of the European population and the potentially extended employment period warrant further research on adult education of the currently aging (migrant) labour population to draw conclusions on their potential for both, increased civic participation and social inclusion beyond their working life. Accordingly, this paper focused on competence building

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Shavkatovna, Raxmonova Gullola. "The importance of developing the spiritual and moral competence of young people." International Journal of Pedagogics 5, no. 3 (2025): 21–23. https://doi.org/10.37547/ijp/volume05issue03-06.

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This study explores the critical role of spiritual and moral competence in shaping the holistic development of young people. Drawing on educational theory, sociology, and psychology, the paper examines how spiritual and moral competence contributes to personal growth, social cohesion, and resilience in an era marked by rapid technological change and cultural exchange. Data were obtained via a mixed-methods approach involving qualitative interviews with educators and quantitative surveys among youth in secondary and higher education settings. The results indicate that youths who exhibit well-de

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Jones, Paul. "The Case for Inclusion of International Planning Studios in Contemporary Urban Planning Pedagogy." Sustainability 11, no. 15 (2019): 4174. http://dx.doi.org/10.3390/su11154174.

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The pedagogy of urban planning education should include an understanding of the growth and complexity of city development issues, especially the best ways to respond to dealing with current and future challenges. At the same time, the nature of the city that urban planners engage with continues to change, with one major challenge being the increasing growth of informal settlements. This paper asserts that an essential component of contemporary urban planning pedagogy is the inclusion of international planning studios and, importantly, studios which focus on major urban social and civic plannin

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Krynski, Agnes. "In a State of Fragility: The Compromised Dignity of Communities, Indignation, and the Incapacitation of Public Education." Journal of Culture and Values in Education 2, no. 3 (2019): 1–24. http://dx.doi.org/10.46303/jcve.03.02.1.

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The dominant framing of the work of public school districts in the United States prevents schools from contesting the indignities they themselves or their neighbors suffer. This incapacitates teachers and learning communities to work toward the attainment of inclusive democracy and the contestation of exclusionary practices and policies. An institutionally-grown advocacy of connection that nurtures intercommunity solidarity can help us redefine the work communities do as they learn to think of themselves as being in connection with other groups in a web of affiliation and care. I suggest that

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Gurin, Patricia, Eric Dey, Sylvia Hurtado, and Gerald Gurin. "Diversity and Higher Education: Theory and Impact on Educational Outcomes." Harvard Educational Review 72, no. 3 (2002): 330–67. http://dx.doi.org/10.17763/haer.72.3.01151786u134n051.

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In the current context of legal challenges to affirmative action and race-based considerations in college admissions, educators have been challenged to articulate clearly the educational purposes and benefits of diversity. In this article, Patricia Gurin, Eric Dey, Sylvia Hurtado, and Gerald Gurin explore the relationship between students' experiences with diverse peers in the college or university setting and their educational outcomes. Rooted in theories of cognitive development and social psychology, the authors present a framework for understanding how diversity introduces the relational d

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Stornaiuolo, Amy, and T. Philip Nichols. "Making Publics: Mobilizing Audiences in High School Makerspaces." Teachers College Record: The Voice of Scholarship in Education 120, no. 8 (2018): 1–38. http://dx.doi.org/10.1177/016146811812000804.

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Background/Context Researchers, policy makers, and practitioners are paying increasing attention to the educational opportunities afforded by the maker movement—a growing public interested in do-it-yourself designing, remixing, and tinkering using physical and digital tools. While education research on “making” has often focused on informal learning contexts, this article examines the possibilities and tensions that surface as a new urban public high school brings making to the center of its teaching and learning. Focus of Study This research examines the learning opportunities that emerged as

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Ermakova, Ekaterina A. "Problems of continuing education of senior people." Socialʹnye i gumanitarnye znania 6, no. 4 (2020): 358. http://dx.doi.org/10.18255/2412-6519-2020-4-358-367.

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The increase in life expectancy and the share of the elderly population are the main demographic trends in the world and Russia. They actualize the need to find ways to prevent and overcome the negative consequences for society of demographic aging of the population. One of them is the inclusion of representatives of the "third age" in the system of continuing education. Thanks to it, older people can easily adapt to the changes that are taking place in all areas of modern society. At the same time, inclusion in continuing education contributes not only to the continuation of the work of older

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Barry, Jonathan. "Educating physicians in seventeenth-century England." Science in Context 32, no. 2 (2019): 137–54. http://dx.doi.org/10.1017/s0269889719000188.

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ArgumentThe tension between theoretical and practical knowledge was particularly problematic for trainee physicians. Unlike civic apprenticeships in surgery and pharmacy, in early modern England there was no standard procedure for obtaining education in the practical aspects of the physician’s role, a very uncertain process of certification, and little regulation to ensure a suitable reward for their educational investment. For all the emphasis on academic learning and international travel, the majority of provincial physicians returned to practice in their home area, because establishing a pr

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Barry, Jonathan. "Educating physicians in seventeenth-century England - ADDENDUM." Science in Context 32, no. 3 (2019): 353. http://dx.doi.org/10.1017/s026988971900022x.

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ArgumentThe tension between theoretical and practical knowledge was particularly problematic for trainee physicians. Unlike civic apprenticeships in surgery and pharmacy, in early modern England there was no standard procedure for obtaining education in the practical aspects of the physician’s role, a very uncertain process of certification, and little regulation to ensure a suitable reward for their educational investment. For all the emphasis on academic learning and international travel, the majority of provincial physicians returned to practice in their home area, because establishing a pr

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Pieczka, Magda, and Isidoropaolo Casteltrione. "AlcoLOLs, re-thinking drinking: Developing a shared leadership approach for alcohol education." Health Education Journal 79, no. 3 (2019): 346–61. http://dx.doi.org/10.1177/0017896919883364.

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Objective: The aim of this article is to extend and elaborate ways of conceptualising, enabling and practising peer leadership in whole-school alcohol education programmes. Design: Qualitative study involving individual and group interviews. Setting: The AlcoLOLs project took place in six secondary schools in North East Edinburgh (Scotland) from 2013 to 2015. Methods: A total of 21 individual and 4 group interviews with young people aged 14–18 who acted as peer leaders in the AlcoLOLs project. Interviews were conducted throughout the duration of the project as a means of hearing peer leaders’

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Fernandez-Salido, Noelia, Alfonso Gallego-Valadés, Carlos Serra-Castells, and Jorge Garcés-Ferrer. "Cultivating Bonds: On Urban Allotment Gardens and Their Relationship with Social Capital." Agriculture 15, no. 10 (2025): 1048. https://doi.org/10.3390/agriculture15101048.

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Urban allotment gardens are increasingly recognized as multifunctional spaces that contribute not only to ecological sustainability, but also to social cohesion, civic engagement and community resilience. This study explores the role of urban gardens in the city of Valencia as green spaces that (re)produce social capital, as well as spaces produced by consolidated social capital. Using a qualitative methodology, fifteen in-depth interviews were conducted with key informants with experience in the coordination, management, study and promotion of urban garden projects. The analysis focuses on th

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Van Eeckhout, Stefan. "Local Service Centres as Facilitator and Driving Force For Caring Neighbourhoods In The City Of Antwerp: An Important Key To Realise Integrated Care." International Journal of Integrated Care 23, S1 (2023): 362. http://dx.doi.org/10.5334/ijic.icic23473.

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Summary: Local service centres (LSC) play an essential role in realising a caring neighbourhood, which relies on three pillars (1) neighbourhood participation and inclusion, (2) linking informal and formal care, (3) intersectoral cooperation between welfare and care partners and partners from other domains in a network aimed at prevention, health promotion and the provision of integrated care and support with a focus on quality of life. A caring neighbourhood for everyone and all ages: Living at home in the familiar neighbourhood for as long as possible is an ambition for most people, in

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Maharjan, Nabin, and Tom O’Neill. "Mandatory Community Service Program: A Case Study of Young Nepalese Canadians Experiences." Journal of Education and Learning 7, no. 6 (2018): 13. http://dx.doi.org/10.5539/jel.v7n6p13.

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Canadian schools introduced community service program in 1999 to engage youth in diverse communities of Canada. Many studies have identified the gap in understanding immigrant youths&rsquo; experience on mandatory community service but has yet to study immigrant youth&rsquo;s experience. Therefore, this paper explores the experiences of young Nepalese Canadians aged 18- 24 who participated in mandatory community involvement for graduating from high schools in Ontario, Canada. The findings are based on qualitative data gathered from ten interviews with young Nepalese Canadians who went

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Kioupkiolis, Alexandros. "Common education in schools. Gauging potentials for democratic transformation: a case study from Greece." Frontiers in Education 8 (March 19, 2024): 12. https://doi.org/10.3389/feduc.2023.1209816.

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This article examines how educational commons, in which teaching and learning are shaped by the entire educational community on terms of equal freedom, contribute to democratic empowerment and renewal. Intervening in the critical debate over public formal education and the scope it allows for radical democratization, discussion draws on a case study conducted in the self-organized school <em>Solidarity School Mesopotamia</em> in Moschato, Athens, Greece. The <em>Solidarity School</em> is an informal tutoring or supplementary tuition school which is attached to the formal high school curriculum

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Renaningtyas, Peni Catur, Siti Rosilawati Ramlan, and Djunaidi Ghony. "Learning the Values of Multicultural Islamic Education as an Effort to Solve Santri Delinquency." IJIBS 1, no. 1 (2023): 23–32. http://dx.doi.org/10.35719/ijibs.v1i1.18.

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Pesantren is an Islamic educational institution that has multicultural characteristics. The students who study at Islamic boarding schools generally come from various regions in Indonesia and even other countries with various ethnicities, races, cultures, languages, and family backgrounds from different socio-economic backgrounds. There are also variants of the education system in pesantren ranging from formal, non-formal, and informal education. The variety of diversity handled by an Islamic boardischoolsool often causes various phenomena of friction between students. So that a formula or app

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Ugarte, Jorge Luis Diaz, Yasser Abarca Sanchez, and Urpi Barreto Rivera. "Alignment of Work Skills for Management Professionals in Southern Peru." Revista de Gestão Social e Ambiental 18, no. 2 (2024): e04863. http://dx.doi.org/10.24857/rgsa.v18n2-068.

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Objective: Informal employment in Latin America, especially in Peru, poses challenges to job stability, as workers' skills are not aligned with market needs, leading to increased unemployment and underemployment. It is crucial for universities that offer management programs in Peru to understand the labor market, identify the necessary competencies for their graduates, and update their curricula accordingly. This study analyzes the competencies required for management professionals in southern Peru, identifying gaps and proposing solutions to improve education-employment alignment. Method: A s

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Misheck, Samakao. "Students Perception on Effective Students Participatory Systems in Institutional Governance." International Journal of Innovative Science and Research Technology 7, no. 12 (2023): 2028–36. https://doi.org/10.5281/zenodo.7568422.

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Students participation in institutions of higher learning has been associated with positive student’s outcomes such as increased levels of satisfaction, positive civic development, active positive public life and prosocial behaviour.However, the colonial educational management system comes with a type of student participation that only looks at formal representative structures such as student’s unions or guild executives and formal institutional governance structures where one or two students are elected to represent their colleagues in form of sitting on some university governance

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Schmier, Stephanie. "The myth of sharing publicly as 21st century literacy." International Journal of Information and Learning Technology 36, no. 2 (2019): 94–103. http://dx.doi.org/10.1108/ijilt-06-2018-0065.

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Purpose This paper highlights the fluidity with which youth make decisions about engaging with digital technologies including online social media. Specifically, the purpose of this paper is to explore the possibilities that literacy curriculum that centers digital technologies can have for students from immigrant communities through tracing the case of a Bangladeshi–American girl named Sabina. Design/methodology/approach Grounded in a transliteracies frame, this qualitative case study explores the digital literacy practices of youth in an urban public secondary school in the USA. Data collecti

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Treija, Sandra, Gintaras Stauskis, Alisa Korolova, and Ugis Bratuskins. "Community Engagement in Urban Experiments: Joint Effort for Sustainable Urban Transformation." Landscape architecture and art 22, no. 22 (2023): 89–97. http://dx.doi.org/10.22616/j.landarchart.2023.22.09.

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The increasing complexity of urban regeneration issues has recently made multi-stakeholder collaboration an important part to solve policy problems. While residents form an important part in a variety of collaborative governance processes, approaches used are often criticized as too formal, and lacking more inclusive participation. Therefore, new informal mechanisms of collaboration are sought, to ensure a more effective engagement and representation of population groups. Although community-led participation is the approach that leads to a more effective collaborative process, issues of power

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Ilaltdinova, E. Y., and A. A. Oladyshkina. "“This is the best teacher in the whole world!”: The influence of the school teacher on professional self-determination of future teachers." Vestnik of Minin University 8, no. 3 (2020): 3. http://dx.doi.org/10.26795/2307-1281-2020-8-3-3.

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Introduction. The article analyzes the role of a particular teacher in the formation of professional identity for future teachers - students of a pedagogical university. Recent scientific studies showed that the idea of a “perfect teacher” formed at school is often stable and has negative impact on the professional development and separation of experience from the prospects of professional growth. However, most studies analyze the image of the abstract "ideal teacher" without reference to a particular person, who influenced the choice of profession and general professional guidelines of the fu

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Omoera, Osakue Stevenson, Oluranti Mary Aiwuyo, John O. Edemode, and Bibian O. Anyanwu. "Impact of Social Media on the Writing Abilities of Ambrose Alli University Undergraduates in Ekpoma-Nigeria." GiST Education and Learning Research Journal, no. 17 (December 17, 2018): 59–80. http://dx.doi.org/10.26817/16925777.412.

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This article examines the impact of social media on the writing abilities of Nigerian youths in English, which is the language of mass communication in Nigeria. Deploying cultivation theory of the media, this study uses quantitative and qualitative methods to unpack the Nigerian youths’ opinions on the impact of the use of the new media of social networking platforms such as Facebook, WhatsApp, Instagram, etc., on their writing abilities, using undergraduates of Ambrose Alli University, Ekpoma-Nigeria as a study case. To do this, information is gathered through the use of 120 copies of a valid

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Anastasia Desmeria Br Ginting, Imel Fitaloca Tambunan, Kornelia Efifani Br Tarigan, Sofia Maharaja, Sufina Khairani, and Waliyul Maulana Siregar. "Implementasi Pembelajaran PKN Berbasis Teknologi Informasi dan Komunikasi di Era Digital." Jurnal Sadewa : Publikasi Ilmu Pendidikan, pembelajaran dan Ilmu Sosial 2, no. 3 (2024): 32–41. http://dx.doi.org/10.61132/sadewa.v2i3.917.

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This study aims to describe the implementation of Civic Education (Pendidikan Kewarganegaraan/PKn) learning based on Information and Communication Technology (ICT) in the digital era. PKn learning integrated with ICT is expected to improve the quality of learning to be more interactive, engaging, and relevant for students. This research outlines the important role of civic education in shaping the character and national awareness of the younger generation. The integration of ICT in PKn learning is expected to provide a more dynamic and in-depth learning experience for students through wider ac

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Alenius, Pauliina. "Informal learning processes of migrants in the civil society: a transnational perspective." European Journal for Research on the Education and Learning of Adults 7, no. 1 (2016): 41–55. http://dx.doi.org/10.3384/rela.2000-7426.rela9072.

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Patmisari, Sri Setyawati, Achmad Muthali’in, and Wibowo Heru Prasetiyo. "Student Engagement In Civic Learning: A Study For Practice." PINUS: Jurnal Penelitian Inovasi Pembelajaran 6, no. 2 (2021): 29–43. http://dx.doi.org/10.29407/pn.v6i2.14949.

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Satu persoalan yang menantang para educator ialah meningkatkan keterlibatan siswa sebagai warga muda ke dalam aktivitas pembelajaran. Dalam konteks pembelajaran kewarganegaraan, keterlibatan siswa di kelas dapat menjadi indikasi pertama dan penting yang menggambarkan kemungkinan mereka di masa depan untuk menjadi warga negara yang aktif dan bertanggung jawab dalam mengelola isu-isu bersama. Lebih dari pada itu, keterlibatan dalam pembelajaran menjadi pretensi terhadap tingkat partisipasi belajar sekaligus optimalisasi student-centered approach. Studi ini dilakukan secara kualitatif pada satu s

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Temby, Owen, Jean Sandall, Ray Cooksey, and Gordon M. Hickey. "Examining the Role of Trust and Informal Communication on Mutual Learning in Government." Organization & Environment 30, no. 1 (2016): 71–97. http://dx.doi.org/10.1177/1086026616633254.

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Although public agencies must mutually coordinate climate policy and other complex environmental issues, the extent and relative importance of informal networks and different dimensions of trust to the process remains underresearched. Addressing this, we conducted surveys and interviews with civil servants from numerous agencies and three levels of government working on climate change–related policy in the state of New York. We examined the effect of two network properties on mutual learning on climate change–related issues: the extent to which interagency communication takes places through fo

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Ágh, Attila. "The Bumpy Road of Civil Society in the New Member States: From State Capture to the Renewal of Civil Society." Politics in Central Europe 11, no. 2 (2015): 7–21. http://dx.doi.org/10.1515/pce-2015-0007.

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Abstract This theoretical paper discusses the controversial development of civil society in the new member states (NMS) over a quarter century of systemic change and after 10 years of EU membership. In doing so, it attempts to elaborate a new conceptual framework for the decline of top-down democracy and the return to democratisation as a bottom-up process. This study of the bumpy course of NMS civil society analyses the gap between large formal legal institutions and small local informal ones and emphasises the need for participatory democracy if democracy in the NMS is to be sustainable. In

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