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UIL Library Alert
#4, 7 August 2024

This alert is a bi-weekly compilation of online resources on lifelong learning selected by the Library of the UNESCO Institute for Lifelong Learning.

Your feedback is highly valued. For any comment, suggestions for future alerts, or requests for access to articles behind paywalls, please feel free to reach out to us directly at uil-lib@unesco.org.

We wish you happy reading,
Lisa Krolak, Chief Librarian
Jan Kairies, Librarian
JULIA ROTT, Karin and SCHMIDT-HERTHA, Bernhard, 2024.
Transforming adult learning in the digital age: exploring environmental, content, and technological changes
International Journal of Lifelong Education. 3 July 2024. Vol. 43, no. 4, p. 319–323. DOI 10.1080/02601370.2024.2367395.
The COVID-19 pandemic has forced many adult education institutions to convert their educational programmes to an online format at very short notice. In an interview study, managers of adult education institutions were asked about their experiences during the pandemic and the associated processes of organisational development. The study identifies both enablers and inhibitors of digital transformation, emphasising its multidimensional nature and providing insights for enhancing pedagogical practice and organisational cooperation.
Available from: https://www.tandfonline.com/doi/full/10.1080/13636820.2024.2384032

MOJAE Journal of Adult Education
Issue 2, July 2024. Online.
This issue focuses on building community food systems and livelihoods, conceptualising and fostering hope and possibility during crises. Discussions about the global polycrisis are expanding and intensifying due to its significant impact on humanity and the planet. While climate change and the COVID pandemic have disrupted socio-economic and development goals, they have also highlighted the urgent need for the adult education community to engage with the interconnected crises.
Available from: https://www.mojaafrica.net/uploads/MOJAE-Issue-2_17-July-2024_Full-e-version.pdf

ZENG, Xiaodong; JI, Bingsi and LI, Xingzhou, 2024.
Seeking the “best CLCs practice” in China: A case study based on a conceptual framework of education entrepreneurship.
New Directions for Adult and Continuing Education. Online. DOI 10.1002/ace.20532.
This study investigates the challenges faced by rural adult schools in China, operated by Community Learning Centers (CLCs) under the Capacity Building Project, due to inadequate funding and lack of technical guidelines. Using the “entrepreneurship-impact” matrix framework, the research identifies best practices for CLC operation and reveals an educational entrepreneurship model for project implementation.
Available from: https://onlinelibrary.wiley.com/doi/10.1002/ace.20532

NOPRIVAL, Noprival, 2024.
Learning English and other foreign languages beyond school walls: insight from Indonesian polyglots.
Studies in the Education of Adults. July 2024. P. 1–13. DOI 10.1080/02660830.2024.2386141.
This qualitative case study investigates how Indonesian polyglots enhance their foreign language skills through informal learning, addressing the gap in literature on multilingual learning contexts. Data collected from demographic questionnaires and semi-structured interviews with Indonesian polyglots reveal that they acquire multiple foreign languages via communities, online platforms, workplace learning, and language tutoring. The study underscores the importance of informal learning alongside formal education in achieving multilingual proficiency and discusses the broader implications for language learning beyond traditional educational settings.
Available from: https://www.tandfonline.com/doi/full/10.1080/02660830.2024.2386141

RASMUSSEN, Palle, 2024.
The implications of critical theory for adult education policy.
Journal of Adult and Continuing Education. 24 July 2024. DOI 10.1177/14779714241266797.
This paper explores the contributions of the Frankfurt School critical theorists—Theodor Adorno, Max Horkheimer, and Oskar Negt—to adult learning and education. It highlights how Adorno and Horkheimer addressed the role of adult education in confronting societal issues, while Negt emphasized the potential of experience-based learning for fostering democratic cultures. Although adult education was a minor focus for these theorists, their work offers significant insights into education policy, including state responsibility, democratic principles, and the balance between work and civic skills.
Available from: https://journals.sagepub.com/doi/10.1177/14779714241266797

CASTRO, Elena Maker et al. 2024.
‘There’s always opportunities to learn’: Immigrant-origin youth’s use and understanding of social media for civic education in the year 2020.
Education, Citizenship and Social Justice. 25 July 2024. DOI 10.1177/17461979241259430.
This study examines how immigrant-origin youth in the U.S. use social media to engage in civic issues, educate themselves and their communities, and resist xenophobic rhetoric. Using a multi-method qualitative approach, the researchers analyzed over 2200 Twitter posts and conducted 11 interviews with 37 diverse immigrant-origin young adults, focusing on their political and social issue posts from January to November 2020. The findings suggest that social media is a crucial context for civic education among immigrant-origin youth.
Available from: https://journals.sagepub.com/doi/10.1177/17461979241259430

CHRISTOFOROU, Dimitra; GIANNAKOU, Aretousa and GEORGIOU, Georgios P., 2024.
Exploring motivational drivers for English language learning in Greek prisons.
Journal of Adult and Continuing Education. 30 July 2024. DOI 10.1177/14779714241269302.
This study investigates the motivation of incarcerated individuals in Greek prisons to attend English as a Foreign Language (EFL) classes, examining the impact of sociodemographic factors (marital status, age, gender, and previous occupation) and distinguishing between intrinsic and extrinsic motivational factors. Using quantitative methods with 400 adult inmates enrolled in EFL classes at Second Chance Schools, the findings indicate that sociodemographic factors and extrinsic motivation, such as making their families proud, significantly influence motivation, with female inmates showing higher motivation levels.
Available from: https://journals.sagepub.com/doi/10.1177/14779714241269302

DICKINSON, Daniel, 2024.
Books offer novel way to counter prison overcrowding in the Philippines.
UN News. Online. 18 July 2024.
A reading programme for prisoners in jails in the Philippines is supporting their education as well as enabling them to shorten their sentences. The initiative supported by the UN office on Drugs and Crime (UNODC) in the Philippines is also expected to help ease chronic overcrowding in detention centres across the Southeast Asian nation.
Available from: https://news.un.org/en/story/2024/07/1152256

ELIÜŞÜK BÜLBÜL, Ayşe and YALÇINKAYA, Deniz, 2024.
The regulatory effect of self-control in the relationship between life satisfaction and lifelong learning motivation in adults.
International Journal of Lifelong Education. p. 1–15. DOI 10.1080/02601370.2024.2376670.
This study examines whether the relationship between adults’ life satisfaction and motivation levels is moderated by self-control. Using a relational survey method and convenience sampling of 276 participants, the study employs the “Adult Life Satisfaction Scale,” “Lifelong Learning Motivation Scale,” and “Brief Self-Control Scale.” Results, tested with the bootstrapping method, indicate a significant moderating effect: higher self-control enhances the positive impact of lifelong learning motivation on life satisfaction. Thus, self-control regulates the relationship between lifelong learning motivation and life satisfaction.
Available from: https://www.tandfonline.com/doi/full/10.1080/02601370.2024.2376670

EUROPEAN COMMISSION, EACEA, and YOUTH WIKI, 2024.
Youth mainstreaming, youth impact assessment and youth checks: a comparative overview; Youth Wiki report.
Luxembourg: Publications Office of the European Union.
This report explores the integration of youth perspectives into EU policymaking. The report covers the foundational principles of youth mainstreaming. It also introduces a tool to ensure policies consider young people’s needs, and examines its implementation in four EU Member States.
Available from: https://op.europa.eu/en/publication-detail/-/publication/fe51f039-489e-11ef-acbc-01aa75ed71a1/language-en

HAILU, Meseret F. et al.
Youth-led participatory action research (YPAR) in Ethiopia: a promising practice to examine systemic economic injustices.
Cogent Education. July 2024. Vol. 11, no. 1, p. 2378265. DOI 10.1080/2331186X.2024.2378265.
Youth unemployment in Ethiopia is a widespread problem that threatens the country’s economic and political stability. This quantitative article, driven by the active participation of the youth, aims to provide insight into the national context of youth unemployability in Ethiopia. Methodologically, we conducted a quantitative analysis of secondary data collected as part of a national youth-focused project in Ethiopia between 2021 and 2023 using a participatory action research (YPAR) framework. 
Available from: https://www.tandfonline.com/doi/full/10.1080/2331186X.2024.2378265

INGELSRUD, Mari Holm and DAHL, Elin Moen, 2024.
Changing Intention to Participate in Adult Education and Training in Norway: Compositional and Motivational Factors.
Adult Education Quarterly. 26 July 2024. DOI 10.1177/07417136231217441.
This study examines the declining trend in Norwegian employees’ intention to participate in adult education and training (AET) from 2010 to 2022, using data from 10 waves of a national survey (N=26,588). Despite controlling for socio-demographic factors and motivational variables such as job insecurity and employability, the decline is evident across all age groups and education levels. The findings, analyzed through the comprehensive lifelong learning participation model (CLLPM), contribute to discussions on lifelong learning and employability.
Available from: https://journals.sagepub.com/doi/10.1177/07417136231217441

KUK, Hye-Su, 2024.
In search of “Asian perspectives” in the field of adult education: From Asian perspectives to deimperialization.
New Directions for Adult and Continuing Education. Online. DOI 10.1002/ace.20531.
This literature review examines what defines an “Asian perspective” in adult education by analyzing journal articles from 1990 to 2023. The study identifies five approaches reflecting Asian voices: (1) unique and shared cultural traditions, (2) challenges faced by Asian diasporas, (3) application of Western theories to local practices, (4) focus on local and historical practices, and (5) Indigenous or independent theorizing. The review highlights the need to de-reify and contextualize educational theories and advocates for deimperialization—challenging imperial legacies and power dynamics such as colonialism and neoliberalism within Asian educational contexts.
Available from: https://onlinelibrary.wiley.com/doi/10.1002/ace.20531

MENDOZA-CHAN, Joji and PEE, L. G., 2024.
Digital skilling of working adults: A systematic review.
Computers & Education. 1 September 2024. Vol. 218, p. 105076. DOI 10.1016/j.compedu.2024.105076.
This systematic literature review addresses the gap in research on how digital skills are acquired, amidst rapid artificial intelligence development and digital transformation. Analyzing 39 journal articles from January 2010 to June 2022 using the PRISMA framework, the study identifies eleven digital skilling approaches, organized into four categories. The review highlights contextual factors influencing digital skilling and its impacts, proposing an emerging framework for digital skilling. It also points to future research opportunities in virtual worlds, learning analytics, and blockchain.
Available from: https://www.sciencedirect.com/science/article/abs/pii/S0360131

MOODLEY, Desiree, 2024.
Universal Design for Learning and writing centres in South African higher education.
Perspectives in Education. 12 July 2024. Vol. 42, no. 2, p. 15–30. DOI 10.38140/pie.v42i2.7830.
This paper investigates whether the Universal Design for Learning (UDL) framework can enhance academic success and dismantle systemic racism and ableism in higher education. Focusing on post-Covid 21st-century South African writing centres, it examines UDL's potential to redefine disability, challenge oppressive practices, and address social justice through technology-driven education. Drawing on the author's experiences and research, the paper explores UDL's opportunities and challenges, advocating for further study on its universal approach to learning.
Available from: https://journals.ufs.ac.za/index.php/pie/article/view/7830

NGO, Sabrina, 2024.
The social role of vocational education in decolonisation.
Journal of Vocational Education & Training. July 2024, p. 1–20. DOI 10.1080/13636820.2024.2384032.
This paper considers the social role vocational education can play in decentring settler-colonialism. Through focused programming located in community settings, these educational offerings provide opportunities for students from diverse socioeconomic backgrounds. Connecting capitalism’s relationship to the school system, vocational education, with its vast scope of subject-matter areas and deeply embedded connections to the intersectionality of race, class, and gender-oppressions, provides an under-examined opportunity to advance decolonising efforts within society.
Available from: https://www.tandfonline.com/doi/full/10.1080/13636820.2024.2384032

SALEM ABDULLAH BAJABER, Samera, 2024.
Factors influencing students willingness to continue online learning as a lifelong learning: A path analysis based on MOA theoretical framework.
International Journal of Educational Research Open. 1 December 2024. Vol. 7, p. 100377. DOI 10.1016/j.ijedro.2024.100377.
This study investigates the factors influencing the willingness to continue using online learning, aiming to support its sustainable development. Using the MOA theoretical framework, a model was developed and tested with 430 valid questionnaire responses analyzed through a structural equation model. The findings indicate that learners’ ability has the greatest impact on their willingness to continue using online learning, followed by motivation and opportunity. Key factors include learners’ self-efficacy, meta-recognition, interests, course quality, perceived cost, and social influence.
Available from: https://www.sciencedirect.com/science/article/pii/S2666374024000591?via%3Dihub

THOMANN, Herbert, ZIMMERMANN, Jan and DEUTSCHER, Viola, 2024.
How Effective is Immersive VR for Vocational Education? Analyzing Knowledge Gains and Motivational Effects.
Computers & Education. 26 July 2024. p. 105127. DOI 10.1016/j.compedu.2024.105127.
This study explores the use of Immersive Virtual Reality (IVR) technology in Vocational Education and Training (VET), specifically in warehouse logistics. Through a randomized controlled trial with 72 vocational students, IVR-based learning was compared to traditional paper-based methods. While IVR did not improve immediate objective knowledge acquisition—where paper-based methods outperformed IVR—it significantly enhanced students’ perceived knowledge gains and increased motivation and immersion. The findings highlight a discrepancy between perceived and actual learning outcomes, suggesting that IVR may be more effective for engagement rather than short-term knowledge acquisition.
Available from: https://www.sciencedirect.com/science/article/pii/S0360131524001416?via%3Dihub
 
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