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This systematic literature review explores the ethical considerations and challenges instructional designers face when integrating artificial intelligence (AI) into the instructional design process for adult learners. Using the Technological Pedagogical Content Knowledge (TPACK) framework to examine the relationship of ethics, pedagogy, and technology in educational contexts, considering the increasing usage of AI. Synthesizing data from peer-reviewed publications, qualitative research, and theoretical papers, the review examines the evolution and application of AI-driven instructional technologies, the ethical issues encountered, and how they affect the educational experiences of adult learners. Crucial topics identified include balancing ethical standards with technological advancements, ensuring learner privacy and data security, and mitigating biases in AI algorithms. The results highlight the need for transparency in AI applications and the ongoing need for professional growth to successfully negotiate the changing ethical environment. This review highlights significant gaps in the literature, including the lack of comprehensive ethical frameworks tailored for AI in adult education, the scarcity of long-term empirical studies on AI's impact, and the need for practical implementation strategies for instructional designers. Addressing these gaps is essential for enhancing the quality and integrity of AI-enhanced adult education. By focusing on stronger ethical frameworks and coordinated efforts among educators, technologists, and policymakers, this review intends to improve the quality and integrity of AI-enhanced adult learning.

The increasing demand for skilled employees in contemporary economies underscores the importance of effective upskilling of the low-skilled. This study addresses the significant challenge of enhancing the professional development of low-skilled workers, focusing on the factors that either facilitate or hinder their engagement in learning activities. The primary aim was to identify the key characteristics that contribute to the effective professional development of low-skilled employees and the practical application of the skills they acquire. A systematic review was conducted, examining empirical studies published between 2004 and 2024. The search encompassed six databases, resulting in 352 identified articles. After rigorous screening and quality assessment, 22 high and good-quality studies (published in 2011-2023) were included in the final selection. The studies spanned various countries and methodologies, including qualitative, quantitative, and mixed-method designs. Key findings highlight that both personal and contextual factors influence the effectiveness of professional upskilling for low-skilled employees. Personal factors include motivation, self-direction, and reflexivity, while contextual factors encompass the quality of the work environment, learning opportunities, and institutional support. The review emphasises the importance of tailored training programmes, practical and interactive learning methods, continuous support and mentorship, and robust evaluation mechanisms. Effective transfer of training is facilitated by the relevance and applicability of training content, learner engagement and organisational support. The results highlight the need for holistic approaches that address both personal and contextual factors to enhance the professional development and skill utilisation of low-skilled workers; ultimately contributing to their career trajectories and job satisfaction.

The National Board of Certification and Recertification for Nurse Anesthetists (NBCRNA) conducted a one-year research study comparing performance on the traditional continued professional certification assessment, administered at a test center or online with remote proctoring, to a longitudinal assessment that required answering quarterly questions online on demand. A randomized controlled trial of 1,000 certified registered nurse anesthetists (500 randomly assigned to the traditional assessment group and longitudinal assessment group) aimed to 1) compare assessment performance between groups, 2) compare perceptions and user experience between groups; and 3) describe participant feedback about usability of the longitudinal assessment platform. The mean scaled score for the traditional assessment group exceeded that of the longitudinal assessment group when scoring the first responses; however, upon scoring the longitudinal assessment group's most recent responses on repeat questions previously answered incorrectly, the mean scaled score was higher than the traditional assessment group. Both groups were satisfied with their experience, with slightly higher feedback ratings for the longitudinal assessment group who also found the platform easy to use and navigate. Overall results suggest the longitudinal assessment is a feasible, acceptable, and usable format to assess specialized knowledge for continued healthcare professional certification.

Professional learning should be designed in a way that is responsive to the needs of teachers and intentionally planned with adult learning principles in mind. This article outlines one practitioner's professional journey to redefine how professional learning is designed with best practices in adult learning in mind. Strategies utilized during this professional journey are shared within the article, along with reflections and observations. The article underscores the importance of continuously refining and adapting current professional learning practices to meet the dynamic needs of adult learners in order to forge the future of professional learning.

Mentoring in occupational therapy is a crucial role that many practitioners undertake and there is a paucity of mentor education specific to occupational therapists. Authors present an innovative approach to mentor education through a novel three-part online mentor training series. Developed by faculty teaching at Northern Arizona University's (NAU) entry level Occupational Therapy Doctorate (OTD) program, the series incorporated adult learning theory and the stages of mentoring through the lens of occupational therapy. The training series received positive feedback from participants, who found it straightforward, relevant, and applicable to their work settings. Literature emphasizes the increasing demand for quality mentors in occupational therapy as the field expands and the need for mentor education to support professional development. Although there is limited literature on mentor support in occupational therapy, studies in related fields have highlighted the effectiveness of mentor training programs. Authors suggest that the establishment of a mentoring practice community can bridge OTD program expectations with clinical and community practice realities and build mentor capacities. Overall, this work emphasizes the significance of mentorship and the need for formal mentor education in occupational therapy to foster professional growth and ensure the availability of quality mentors for students and new professionals.

In higher education institutions, many faculty members are hired because they are experts in their field of study, but not necessarily individuals who are trained in how to teach. This quantitative quasi-experimental study examined college faculty member's level of methodology training in relation to student satisfaction, current course performance, attendance, the belief in the need for training, and a faculty member's sense of efficacy in teaching. In other words, does having a college professor trained in how to teach matter? The researcher found statistically significant results for student satisfaction, current course performance, and attendance. The faculty member's belief in the need for teaching methodology training showed that 96% (n = 87) of the faculty surveyed felt there was a need to be trained to teach at the college level. Faculty members want to be trained and great things can happen when faculty members develop the skills in "how to teach."

Teaching in secondary education is mostly grounded in the practical wisdom of teachers. In general, teachers have limited knowledge of, access to, and interest in insights from scholarly work. Teacher research might be a way to move beyond practical wisdom as the only basis for good teaching. This study aimed to explore whether teacher research can encourage teachers' learning process as professionals, improve teaching practices, and generate knowledge about these practices. Participants were 44 experienced secondary school teachers in the Netherlands following a 2-year Master of Science professional development program on teaching and learning. Data was gathered using questionnaires, learner reports, a group interview, and participants' master theses. Thematic analyses of the combined data sources showed that the teachers report significant changes in the way they teach and think about teaching: they mentioned that they learned to take different perspectives when they are confronted with problems in their teaching and they reported being more focused in their teaching practice on what they want to change in their teaching. Concerning the third aim of generating knowledge, they mentioned challenges that are common for starting researchers such as how to formulate a researchable question, how to select relevant literature, how to deal with peer review, and how to perform situated generalization. We discuss what kind of educational research is valuable for teachers as learning professionals in secondary schools.

Education researchers regularly seek to evaluate and define what encompasses successful professional development (PD) for teachers. Numerous items and lists that are considered the characteristics of "effective PD have emerged from this research." However, follow-up with teachers on their perceived views of these characteristics is lacking from the literature. Teachers can help determine which aspects should be considered in the design of high-quality professional learning in the future. For this study, Q methodology was utilized to examine the subjective views of the teachers. Q sorts were correlated and factor analyzed (PCA with cluster rotation) to extract four significant factors on which all 17 participants loaded significantly (McKeown &Thomas, 2013; Newman & Ramlo, 2010; Watts & Stenner, 2012). These factors were examined through the lens of andragogy (adult learning theory) to determine the connections between the characteristics of effective PD and the core adult learning principles. Teachers in this study perceived effective PD as those opportunities that establish cooperative learning amongst participants, focus on improved student learning outcomes, provide opportunities for feedback, and allow for ongoing support. Future research is needed to see if the results obtained apply to other teacher populations.

The purpose of this research was to investigate the effects of short virtual reality (VR) exercises on knowledge retention for adult learners at a contractor safety training organisation supporting the energy industry who took computer-based training (CBT) courses. The intent was to simulate a delay period similar to that experienced by contractors who support work in the energy industry to determine if traditional CBT can be made more effective for stimulating greater transfer of learning with the addition of VR exercises. The experimental group was exposed to CBTs augmented by VR exercises that reinforced the CBT course learning objectives. The control group for this research took the same CBT course without short VR exercises. A quantitative analysis was performed on data collected from a course exam provided immediately after the course delivery and from a separate follow-up quiz delivered 3 days after the course(s) completion. Data from these testing instruments were analysed to determine the participant's likelihood of remembering content from the CBT courses and if there was greater knowledge retention of the course learning objectives and procedures within the experimental group than within the control group. The results found a non-statistically significant relationship between the two groups; however, trends between the groups show that there are benefits for transfer of learning when using short VR exercises compared to those groups without short VR exercises.

The massive shift to online learning due to the COVID-19 outbreak has opened wider possibilities of telecollaboration among English learners through global online communities. Responding to the limited empirical evidence on what drives these learners to learn beyond their geographical boundaries, this phenomenological case study intends to delve into the English learners' motivational self-system in a global-speaking online community (GSOC). Recruiting six learners from different countries, the empirical data were gathered from participant observation, questionnaires, and interviews. Concepts of the L2 motivational self-system and international posture were employed to inspire the thematic analysis. The findings elucidate that the participants tended to disclose their stronger L2 ideal selves compared to their L2 ought-to selves. Further, they experienced multifaceted discrepancies in their English learning trajectories and saw GSOC as one of their motivating endeavors to decrease these discrepancies. They reflected that the outbreak had provided them with a broader opportunity to virtually learn from others mediated by technology. The international posture and instrumental motivation appeared to be a motivational construct in their L2 ideal projected selves. In contrast, the integrative construct was likely unable to exert its explanatory power in this context. To this end, some implications are also discussed accordingly.

Background: Layperson cardiopulmonary resuscitation (CPR) is an important skill with the potential to save millions of lives. However, CPR courses often require commercial, complicated, and expensive manikins. To increase access to CPR training worldwide at very low costs, Do-It-Yourself (DIY) devices may be a suitable tool for practising compressions. Objective: This scoping review is the first step in scoping and mapping the evidence on the effectiveness of DIY devices for laypersons learning adult CPR, along with defining gaps for future research. Method: This inquiry was structured by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews (PRISMA-ScR) guidelines. A systematic search of 14 academic databases and popular media archives, with additional hand searches, identified academic reports and resources describing DIY compression device construction and/or implementation. Research studies were synthesized narratively, and the main characteristics of all resources were presented in a table. Results: Fifteen studies compared learning outcomes of CPR practice either pre-post DIY practice or between DIY and commercial manikins. Studies varied in the intervention (e.g., learning modality, time, manikin) and measurement, which precluded formal meta-analysis. Of the 55 different DIY devices described throughout all resources, 26 (47.3%) used plastic bottles for compression practice. Analysis of the resources revealed gaps in the current evidence base, such as a lack of clear assessment criteria, standardized procedures for comparisons, and sociocultural questions. Conclusion: This scoping review has identified a small number of studies which described different DIY devices for learning basic CPR skills to different extents. While there is a need for a more comprehensive search and full systematic review, the findings serve as a starting point for future investigations and support evidence-based choices regarding DIY manikins for teaching adult CPR.

This longitudinal case study from a Complex Dynamic Systems Theory (CDST) perspective touches upon an under-researched issue: L1 development over the lifespan. Levinson (1978) predicts three stages in adulthood: early, mid and late, with a decline in late adulthood. We examine Diane Larsen-Freeman's publications over a period of 50 years (from age 27 to 77) and trace seven complexity measures--three lexical (density, sophistication and diversity) and four syntactic (mean length of sentence, finite verb ratio, dependent clause per T-unit and complex nominals per clause)--to investigate whether early, middle, and late stages in adulthood occur as predicted. After employing common CDST methods to find out if there are significant peaks or interactions among the variables over time, we used a Hidden Markov time-series analysis to locate moments of self-organization, suggesting a new stage of development. The HMM shows a clear phase shift between middle and late adulthood when the writer was 63. Her vocabulary became more diversified, but her sentences were shorter, but not less complex. Therefore, we argue that this shift should not be seen as a decline in complexity but a shift in style as more precise words may lessen the need for more words.

This article delves into the ongoing debate surrounding the role of age in second language acquisition, examining developments over the past three decades and highlighting contentious issues. We argue that the commonly held belief in age's pivotal role is frequently contradicted by empirical evidence. Additionally, we examine the agerelated debate with respect to foreign language teaching. A brief review is provided on advances in neuroscientific techniques, which show that the adult brain retains substantial plasticity for language learning, followed by a discussion of these findings in relation to lifelong language learning. Finally, we turn to Complex Dynamic Systems Theory, which offers a dynamic perspective that emphasizes the evolving interplay of age, context, and individual factors, pointing to the need for more qualitative research.

Morphological knowledge refers to an individual's understanding of the structure and meaning of words based on their familiarity with morphemes (i.e., word parts, including prefixes, suffixes, and bases). This knowledge is crucial to developing various aspects of language and literacy to successfully function in 21st century education and workplace settings, including vocabulary, spelling, phonological awareness, word reading, and reading comprehension. This research digest provides a brief review on why morphological knowledge is important to literacy for adult education leaners. Next, we briefly describe the literature on adult morphological and etymological instruction and provide examples for how to integrate them in the classroom with adult education learners. We conclude with future directions and resources for research and educational practice.

Research shows that the vast majority of students who are diagnosed with learning disabilities in school are, in fact, dyslexic. Still, many students with dyslexia are not adequately identified, assessed, or supported with research-based interventions. Adults with dyslexia report struggling with reading difficulties from as early as kindergarten which impacts their learning experiences over the life span. Providing evidence-based instruction alongside supplementary digitally-mediated reading tools such as The Noah Text®--New Century program described in this article is critical for improving learning engagement and outcomes among adult learners with dyslexia, especially for the disproportionate number of learners with reading difficulties in incarcerated settings. Significant efforts are now underway to improve methods for diagnosing and treating dyslexia, including at the federal level. For example, in 2018, the First Step Act (FSA) was the first major criminal justice reform to recognize the need to identify and support adult learners with dyslexia as part of a broader effort to reduce recidivism by improving access to evidence-based educational and rehabilitative programming for justice-impacted individuals.

This study used sequential exploratory, mixed-method research that explored the influence of authentic tasks on adult language learners' interactions in e-forums. The participants belonged to a blended-flipped program of English as a Foreign Language (EFL). E-Forum posting in the course aimed at encouraging beginner learners to exchange experiences; however, participation in the e-forums did not evolve into spontaneous interactions. Therefore, authentic tasks were designed and implemented in the e-forum. Data were gathered from learners' participation registers, surveys, and interviews and by executing a content-analysis procedure. After analyzing the data, one main category and three subcategories emerged. The main category showed that implementing authentic tasks on students' e-forums interactions led to the collaborative construction of a cognitive-social e-learning environment. The main category comprised three subcategories: (a) building a learning community by interweaving affective-communicative actions, (b) promoting an online learning environment through authenticity, and (c) moving from individual to collective knowledge construction. Findings suggest that the implementation of authentic tasks on e-forums: (a) increased learners' meaningful interactions mediated by social, cognitive, and teaching presences; (b) helped to construct significant and lifelong knowledge collectively; and (c) fostered a stronger learning community through participants' affective-communicative actions.

The use of navigation applications changed the way people find their way in an unfamiliar environment. A combination of maps, images and textual route instructions shown (or with audio) on one screen guides the user to the destination but may sometimes be overwhelming. This article investigated the spatial knowledge participants acquired after being presented with different types of route instructions, human and computer-generated, in an online wayfinding task using Google Streetview (without the 2D map) of an unfamiliar environment. The results showed a significant difference in the wayfinding performance for deviations from computer-generated instructions, whilst there was no difference in the time spent and the scene recall. Sketch maps revealed both route-like and survey-like characteristics. But most sketch maps are characterised by high route-likeness. Furthermore, this study showed a significant effect of the environmental layout on the participant's performance based on deviations incurred during wayfinding. The results of this study have implications for improving navigation system instructions and design as well as for learning with geospatial technologies.

This practice report describes a 12-week stand-alone course designed to address the challenges university students face in foreign language classes. Adopting principles of transformative language learning, course content, activities and resources were designed and implemented to dispel myths and preconceptions regarding language instruction, promote self-directed, independent learning, and raise awareness of the cognitive and socio-emotional processes involved in language learning. Students' feedback indicate that the course had a significant impact on their perceptions of adult language learning, their capacity to reflect on their use of strategies, and the importance of developing a plan to continue applying these new understandings in their academic pursuits. The course fostered a shift in students' perspective, from viewing themselves as passive recipients of 'language injections', to becoming self-directed, motivated, and independent learners.

This study aims to explore the practices and institutional challenges of Hawassa University academics staff pertaining to their continuous professional development (CPD) engagement. To this end, we employ an exploratory case study as our research design using various sources of data. The data were analyzed using thematic analysis. The findings reveal that there is a range of understanding of CPD among staff and that is practiced both formally and informally. The major challenges that hinder the practical effectiveness of CPD include misunderstanding of its importance, the inability of the institution to make the content of CPD relevant to academics' current needs and insufficient financial provisions. It is recommended that institutional and systematic policy actions for CPD management be prioritized.

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.

Vocational teachers participate in Continuing Professional Development (CPD) to develop their professional competencies. In developing country contexts however, it is not always clear what challenges vocational teachers face in their CPD or how they attempt to resolve those challenges. This study therefore investigated the challenges vocational teachers in Kenya face in their CPD and the coping strategies they adopt. Viewing teachers as adult learners, the study adopted a concurrent mixed methods approach whereby interview and questionnaire survey data were collected from vocational teachers in six vocational institutions in Kenya's Nairobi Metropolitan Area and analysed using thematic and statistical analysis. Vocational teachers in Kenya were found to face multiple challenges concurrently, which were categorized as lack of opportunity and access (e.g. failing to find relevant CPD), systemic restrictions (e.g. hindrances due to costs and lack of time), and personal difficulties (e.g. negative self-evaluation of ability). The strength of these challenges was found to vary with the characteristics of teachers. Coping strategies included cutting down on spending, taking loans, moonlighting, and 'juggling time'. Findings show the need for a clear policy on vocational teacher CPD, provision of financial and non-financial support, and reworking the school calendar to create time for CPD.

In Pakistan, adult literacy programs are offered to enable learners to function effectively to attain individual, family, and social sustainability, but these programs are continuously reporting low participation. This study aimed to explore the reasons behind low participation, employing a descriptive phenomenological design to examine the challenges experienced by adult learners, literacy teachers, and administrators. Forty-five participants (30 learners, 10 teachers, and 5 administrators) were selected by using a purposive sampling technique. Data were gathered through focus group discussions and semi-structured interviews, and a thematic analysis was conducted. Numerous challenges were found, including less attractive, non-relevant literacy content, inappropriate presentation methods, lack of proper mechanisms for teachers' training, and learners' evaluation. Based on the evidence, practical implications were proposed, with a particular emphasis on adult learners and literacy teachers.

Educators can help adult learners experience identity transformation and initiate lifelong learning by designing curriculum centered upon transformative learning objectives (TLOs) and experiential learning competencies (ELCs). TLOs point learners to the specific ways of thinking, feeling, and being in the world to which a course or other learning experience aspires. Educators might deepen the capacity for adult learners to experience transformation by creating curricula that help them develop ELCs--competencies that will enable them to learn how to learn from experience. Building educational experiences around TLOs and ELCs will not only increase the ability of adult learners to continue to learn after a course or program ends but will also increase the likelihood that their lifelong learning experiences will be transformative ones.

Self-derivation through integration is the process of integrating novel facts and producing new knowledge never directly taught. Knowledge integration has been studied with the presentation of two novel facts. However, in educational settings, individuals are required to integrate new information with prior knowledge learned days, months, or years earlier. Prior knowledge robustly predicts learning outcomes, but less is known about self-derivation through the integration of new information with prior knowledge. Thus, in Study 1, we examined adults' (n = 25) memory integration of new facts with prior knowledge. The participants had 52% accuracy in self-derivation. In Study 2 (n = 86), we examined whether reactivating prior knowledge before the novel fact presentation facilitated self-derivation through integration with prior knowledge. Results indicated that performance was significantly higher for those whose prior knowledge was directly reactivated (55% accuracy) in comparison with the control group (42%). Pedagogical implications are discussed.

People learn language variation through exposure to linguistic interactions. The way we take part in these interactions is shaped by our lexical representations, the mechanisms of language processing, and the social context. Existing work has looked at how we learn and store variation in the ambient language. How this is mediated by the social context is less understood. We report on the results of an innovative experimental battery designed to test how learning variation is affected by a variable's social indexicality. Hungarian native speakers played a co-operative game involving verb nonwords. These were built on existing inflectional variation in Hungarian. Participant behavior shifted in response to an automated co-player's preferences, and this reflected a change in the overall lexical patterns of the players, affected by the particular verbs introduced by the co-player. Patterns persisted in subsequent testing. Learning was similar for variables with or without social meaning. Results show that participants can learn and retain a range of variable morphological patterns in a simulated interaction. Participants seem to have equal capacity to pick up variables with and without social meaning. This suggests that the social meaning of a pattern does not clearly constrain learning morphological variation and becomes relevant downstream in learning.

Purpose: Developmental language disorder (DLD) is a neurodevelopmental disorder that impacts approximately 7% of the population and is characterized by unexplained deficits in expressive and/or receptive components of language. A common procedural learning task, serial reaction time (SRT), has been used to develop models of the basis of DLD. However, paradigms involve differing levels of implicit and explicit learning during this task, muddying interpretations of the data. Here, we tested adults with DLD on implicit and explicit SRT tasks to better understand implicit and explicit procedural learning in this population. We hypothesized that adults with DLD would demonstrate reduced learning on only the implicit SRT task, as alternate explicit neural mechanisms could lead to equivalent performance on the explicit task. Method: Fifty participants (25 with DLD and 25 with typical language) completed implicit and explicit SRT tasks, measuring their ability to learn visually presented 10-element sequences. Group differences were evaluated on sequence learning, error rates, and explicit recall of the sequence after learning. Results: Sequence learning was the same between the groups on both tasks. However, individuals with DLD showed increased errors and significantly worse recall of the explicitly learned sequence. Conclusions: Results suggest that sequence learning may be intact in this population, while aspects of explicit learning and motoric responses are impaired. Results are interpreted in light of a neurobiological model of DLD.

Because professional ethical engagement is essential to the delivery of high-quality healthcare services, health professions education programs must have effective instructional practices to train future healthcare providers of various disciplines to practice ethically. As research has found reflection to be an effective instructional practice for educating adult learners and teaching professional ethics, promoting health professions students' tendency to reflect by boosting their reflective capacity may be helpful. Therefore, the study sought to examine the relationships between reflective capacity and professional ethical engagement to offer quantitative evidence for the significance of reflection in professional ethical engagement among health professions students. Correlational analyses revealed a strong, positive relationship between reflective capacity and professional ethical engagement in health professions students. Reflective capacity, specifically reflection-on-action and self-appraisal, could predict professional ethical engagement in health professions students. These findings provided insights into the reflective capacity and professional ethical engagement in health professions students. However, further research on the relationship between reflective capacity and professional ethical engagement in adult learners of health professions is needed.

Collaborative Online International Learning (COIL) is a simulated global exchange experience that utilizes technology to bridge the gap between classrooms worldwide. Past research suggests that COIL may be useful in facilitating intercultural communication effectiveness and cultural humility for adult learners. As such, this quantitative study sought to examine the effects of a COIL experience that connected adult learners in the United States and Brazil on their intercultural effectiveness and cultural humility. Two instruments were used to collect data, including the Cultural Humility Scale and Intercultural Effectiveness Scale before and after the COIL experience. Data analyses revealed statistically significant increases in participants' intercultural effectiveness and cultural humility following the COIL experience. These findings provided insights into the effects of COIL on the intercultural effectiveness and cultural humility of adult learners. They also informed andragogical practices for cultivating attitudes, skills, and behaviors for intercultural interactions among adult learners in educational and other professional settings. However, further research on the outcomes of COIL is beneficial.

Given changes in the 21st century workplace and expectations of employers, the notion that a bachelor's degree is the sole pathway to sustainable employment and a middle-class life in the United States has become obsolete. Many (e.g., Fleming, 2016) have argued that employers are now seeking employees with technical skills, digital literacy, and the ability to analyze and think critically, capabilities that do not necessarily require a postsecondary degree. Because of the lingering economic impact of the COVID-19 pandemic, including rising inflation globally, many adults, including English-language learners, are seeking short-term certificate or credentialing programs because their financial realities necessitate entering the workplace and earning a living wage as quickly as possible. The need for effective credentialing programs that are connected to market sector demands in the local community can foster productive partnerships among educational programs/institutions, local businesses, and governmental agencies on the municipal, state, and federal levels. Such partnerships often occur in the adult and continuing education areas of community colleges, and this case study focuses on the timely and financially responsive programming and practices at one community college (4C) in the northeastern United States. Key components of their programming that have produced successful outcomes have been highlighted as well as how they might be modified to address the marketplace and educational needs of adult learners in other areas of the United States and internationally.

Online courses are particularly attractive in continuing education because they offer a high degree of autonomy and flexibility, although this requires learners to take greater responsibility for self-regulating their learning. That can be challenging for adult learners as they need to handle other obligations in addition to learning. Thus, self-regulated learning (SRL) support might be needed. In the present study, we aimed to investigate how the specific SRL challenges that adult learners face in online courses can be supported adaptively. Main challenges for adult learners consist in managing learning resources (e.g., time, attention, learning environment). To address these challenges, we developed an adaptive support intervention comprising several features. To assess the effects of the adaptive support on the self-reported SRL strategy application of adult learners, we analysed data from five iterations of a continuing education online course comparing iterations with adaptive support (with a total of N = 36 participants) to iterations without (with a total of N = 35 participants). Results indicate that the adaptive support significantly improved environmental structuring but did not significantly affect other SRL strategies. Further analyses revealed that learners who did not use the support deteriorated in managing their learning time and in setting specific learning goals during the course.

This study discusses the continuously growing threat to senior citizens*), later called seniors, who can be isolated from society if their digital competencies and experiences are too poor in today's digital world. To cope with one's pursuits, seniors need to actively construct and maintain their capabilities in flexible ways in the world of digital devices in response to the changing vicissitudes of life. Thus, the claim above illuminates that learning from experiences is highly valued in the digital world. Seniors must closely consider the changes in the environment and flexibly respond to them as we live in a world of constantly unexpected incidents and changes. In the future, seniors are more and more expected to accept modernized and renewed digital systems to survive in everyday life. The results of this study indicate that the readiness, willingness, and ability to develop oneself digitally are influenced partly by the knowledge and skills resulting from the studies and work experience and partly by the necessity and force of the digital world. The global challenges call seniors for new directions in education and training. The outcome of this study helps digital trainers and specialists educate senior trainees on a curriculum basis in subjects requiring their digital skills. Consequently, seniors also want to be regarded as good citizens in this digital field.

Higher education institutions must recognize the responsibility to support online adult learners as members of a larger global community and technological advancements have made this a reality. COVID-19 restrictions to in-person learning highlighted the need for online learning platforms that promote the benefits of teacher presence, consider the tenets of the Community of Inquiry model, and commit to the principles of andragogy. A need to explore the possibilities for fostering global citizenship among adult learners in online higher education environments has been identified as a problem space and a methodological approach will be used to connect findings from the literature with best practices for practitioners. Global citizenship is not a new concept; however, current and worldwide events have created a renewed dedication to the construct. Discussions based on the literature and established theoretical frameworks will precede practical implications for directors, course designers, and instructors. Online education will be described as ripe with opportunities for higher education institutions to foster global citizenship among adult learners. [Note: The page range (233-248) shown on the PDF is incorrect. The correct page range is 233-247.]

The predicted growth of the aged care sector in Australia, driven by the ageing population, is expected to create an increasing need for workplaces to support the development for all kinds and classifications of workers to undertake their work within multicultural settings. This paper describes and elaborates the necessary and increasing requirement for workplaces to support adult learning in multicultural circumstances. A mixed methods approach was used to collect data from workers undertaking the role of carer in residential aged care facilities across the east coast of Australia. Arising from the collection and analysis of these data are contributions to knowledge including a conceptual model for understanding learning in multicultural settings. This research emphasizes a notion that cultural diversity has a fundamental influence on workplace learning in aged care and identifies practices to support cross-cultural communication, coworking and learning. Further, inter-worker learning is reinforced as a key enabler of performance in aged care work. Such contributions help to understand what influences workplace learning in multicultural settings and how it may be better supported.

The purpose of this qualitative, phenomenological study was to explore adult immigrant learners' perspectives and motivations for participating in an ESL program through the lens of McClusky's Theory of Margin. Nine adult immigrant ESL students were interviewed about their learning experiences. Creswell's (1994) systematic process informed the data analysis of the study. The findings of the study include adult immigrant learners' perspectives of the ESL program, the challenges (loads) they face in their daily lives in terms of learning and speaking English, the support system (power) that help them navigate through those difficulties, and their suggestions to improve the learning experiences at the ESL program. Implications of this research for policy, adult educators, curriculum, and program developers are explored.

This is a study of the process of biographical learning and how it can be observed in narration. There have not yet been empirical studies focused explicitly on the learning aspects of biographical learning, as scholars have focused more on the biographical part of the concept -- more on the question of what is learned than of how it is learned. This text therefore concentrates on the learning process itself within biographical learning, using data from 29 biographical narrative interviews with mature students studying for education degrees in Czech higher education. The results show that narrators do not present their experiences separately in their narration, one after another. The narrative analysis revealed that their experiences are intertwined. In adding another experience, the narrators discover new meanings. It is therefore possible to talk about the learning process going on in the narration. The narrative analysis identified three types of this biographical learning as reflected in narration: learning by analogy, learning by audit, and learning by authority. In learning by analogy, experiences are compared to one another, creating an analogy between them. Learning by authority involves the influence of a past experience on the present day. Learning by audit is a retrospective movement, looking at a past experience through the lens of the present. The results presented here have implications for both adult education research and practice.