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Research on learning strategies and learning motivation in different educational contexts has provided valuable insights, but in this field, low-educated adults remain an understudied population. This study addresses this gap by means of a person-oriented approach and seeks to investigate whether quantitatively and qualitatively different learner profiles can be distinguished among low-educated adults in second-chance education (SCE) by relating three key components of learning: learning motivation, regulation and processing strategies. Five hundred twelve adult learners of six SCE-institutions filled in a Learning and Motivation questionnaire. Latent profile analysis showed the presence of motivational profiles differing both in quantity and quality (i.e. good- versus poor-quality and high- versus low-quantity motivational profiles) and regulatory profiles being distinct in the use of regulation strategies (i.e. self-regulated versus unregulated profiles). Mainly quantitatively different processing profiles were found among low-educated adults (i.e. active, moderate, inactive processing profiles). When integrating all three components of learning, analyses identified two more optimal motivational-learning profiles, combining good-quality motivation with a moderately active use of self-regulation and processing strategies (i.e. good-quality motivation -- self-regulated -- active processing profile and good-quality motivation -- moderate profile) and two more suboptimal profiles in which poor-quality or low-quantity motivation was combined with the inactive use of self-regulation and processing strategies (i.e. poor-quality motivation -- unregulated -- inactive processing profile, low-quantity motivation -- unregulated -- inactive processing profile). A fifth motivational-learning profile exhibited a pattern of poor-quality motivation combined with a moderately-active use of self-regulation and processing strategies.

Learning in the workplace supports physicians in developing competences to ensure quality medical care. As such, learning in the workplace is essential for physicians' life-long professional development. Notwithstanding its importance, research on physicians' learning in the workplace and the corresponding motivational drivers is limited. In this study, 17 semi-structured interviews were conducted to explore experienced physicians' learning activities and their motivation for learning in the workplace. In addition, it was examined whether differences could be noted in learning in the workplace depending on physicians' experience, specialism, gender or the type of hospital they work in. Concepts from learning in the workplace and motivation theories, i.e. learning activities in the workplace, self-determination theory and achievement goal theory, guided the data analysis, and an inductive analysis was conducted as well. Results revealed various learning activities for instance but not limited to: learning by asking colleagues for feedback, asking for help while performing particular medical actions, helping students while conducting their assignments or observing colleagues. Besides, the participants indicated different motives for learning. Physicians reported that they are motivated to properly perform their job, they enjoy learning and/or like learning in relation to solving challenging cases. The study shows that participants' differences in motivation can be related to seniority and the type of hospitals physicians are employed in.

Studies on learning strategies across cultures in higher education inform the internationalisation of teaching and learning. Previous comparisons relied on geographical generalisations (e.g., "Asian", "Western", "Latin-American") or only variable-centred methods, which can overgeneralise the contexts they represent. Eight learning strategy datasets (ILS; Inventory of Learning patterns of Students) from seven countries (n = 4883) were obtained and (re-)analysed using variable-centred and person-centred (Latent Profile Analysis; LPA) methods. Employing Hofstede's individualism-collectivism and power distance indices as predictors, lower individualism and higher power distance scores corresponded to students' overall combined reporting of meaning-directed, reproduction-directed and application-directed learning strategies. Furthermore, sample LPAs found that less individualistic contexts presented profiles with similar shape (i.e., profiles differed by similar amounts across most learning strategies). More individualistic contexts presented profiles with different shapes (i.e., different profiles preferred different strategies). Multiple "Western" contexts presented profiles that describe the "Asian" and "Latin-American" learner stereotypes. These results question the existence of such stereotypes and point to the usefulness of cultural indicators for making cross-cultural learning strategy comparisons. Theoretical and practical implications are discussed.

Teachers' instructional beliefs and interests in Education for Sustainable Development (ESD) are related to holistic, pluralistic, and action-oriented instructional practices in ESD teaching. To explore this hypothesis, we examine teachers' ESD teaching profiles based on their instructional beliefs, interests, and instructional practices in ESD. We apply a mixed method design using a survey (quantitative data) and vignettes with open accompanying questions (qualitative data). Our sample consists of 535 Flemish elementary and secondary school teachers for the scales. A subsample of 187 teachers responded to the vignettes. Our analysis indicates two teachers' ESD teaching profiles: the lower ESD practice-oriented teachers who hold several instructional beliefs about holistic and pluralistic instructional practices, are interested in action-orientation in ESD, but do not apply the practices in class; and the higher ESD practice-oriented teachers who also have varying instructional beliefs about holistic and pluralistic instructional practices but are not very interested in action-orientation in ESD. However, they use holistic, pluralistic, or action-oriented practices in ESD teaching.