A legacy of scholarship

We are excited about this issue as it is the first ‘third’ issue of JACE. Τhe number of issues per year has been increased, reflecting the growing interest in the field. This issue also marks a significant moment of renewal for JACE, as we welcome three new co-editors whose academic trajectories and international perspectives reflect the journal’s commitment to diversity, inclusion, and scholarly excellence. Professor Bonnie Slade (University of Glasgow), Dr Maria N. Gravani (Open University of Cyprus), and Dr Thi Bogossian (University of East Anglia) bring a rich blend of experience across different stages of their careers, with expertise spanning adult and continuing education, lifelong learning, non-formal education, and critical pedagogy. This transition, alongside a refreshed Editorial Board and the launch of our new LinkedIn page, signals a dynamic and forward-looking phase for the journal.
This issue of JACE brings together insights from 11 articles published between August and December 2024, each contributing to key areas of adult education: Adult Literacy; Assessment; Adult and Professional Learning; Supporting Non-Traditional Students through Motivation and Trauma-Informed Practice; Workplace Culture and Incentives in Adult Learning; and Critical Thinking in Non-Formal Education. These articles were selected from the Online First backlog and had all been accepted for publication prior to the current editorial team assuming their roles. We are pleased to present them in this issue, recognizing the valuable contributions they make to the field.
Recent research in adult education highlights the multifaceted nature of literacy and its evolving demands in contemporary society. Three studies – each grounded in distinct national and methodological contexts – offer valuable insights into how adult learners acquire foundational skills, navigate digital environments, and develop cognitive awareness to support lifelong learning. In Korean assessment of adult basic literacy: Instrument development, Joon Heo, Jihye Lee, So-Youn Park, Hye-ji Kil, and Jihyun Kim present a robust framework for assessing adult literacy in Korea. Their instrument, developed through expert consultation and iterative pilot testing, reflects the linguistic and cultural specificity of Korean contexts. Designed to be simple, fast, and cost-effective, the tool measures literacy across four levels and holds promise for identifying adults in need of educational support. Its practical application underscores the importance of culturally responsive assessment in adult education.
Complementing this focus on foundational literacy, What helps adult learners with little formal schooling to develop basic digital skills? by Tereza Hannemann, Nikol Kopánková, and Petra Surynkova explores how adults with limited formal education engage with digital technologies in the Czech Republic. Using grounded theory and 54 interviews, the authors introduce the concepts of the ‘computer world’ and ‘ministories’, drawing on Richard Mayer’s multimedia learning theory. Their findings suggest that teaching underlying principles – rather than app-specific instructions – may better equip learners to navigate digital environments, offering a pedagogical shift for IT education and lifelong learning.
Adding a cognitive dimension, Exploring the influence cognizance on academic performance in adult literacy initiatives by Abdelilah El Meniari, Driss Ait Ali, Youness Rami, Laila Arif, Murat Yildirim, Lukasz SZARPAK, Mimoun Saidi, Hanane El Ghouate, Mohamed Makkaoui, Amelia Rizzo, Francesco Chirico, and Hicham Khabbach investigates how self-awareness of cognitive processes influences academic success among Moroccan adult learners. The study reveals strong correlations between cognizance and performance, suggesting that learners who understand and regulate their learning strategies are better equipped to overcome challenges. This insight has profound implications for designing literacy programmes that foster self-representation and adaptive learning.
As adult and professional education continues to evolve, researchers are exploring new ways to assess learning outcomes and support identity development in diverse learning contexts. Three recent studies offer compelling insights into scenario-based assessment, simulation-based identity formation, and recognition of prior learning (RPL) in vocational education. In Scenario-based capability assessment in professional learning contexts, Sarah Holdsworth, Orana Sandri, Jan Hayes, and Sarah Maslen propose a practical model for evaluating professional competencies. Their study addresses the challenge of assessing capabilities – distinct from knowledge and skills – which are context-dependent and often difficult to measure. By implementing pre- and post-learning scenario–based assessments in Australia, the authors demonstrate how such tools can serve both formative and summative functions. These assessments align closely with professional practice, offering a time-efficient and context-sensitive method for evaluating learning outcomes in professional settings.
Bilge Delibalta, Yasemin Güner, Melek Üçüncüoglu, Aysenur Duman Dilbaz, Selçuk Akturan, and Melih Elçin explore identity formation in Effect of the community of simulated participant model on the identity formation of simulated participants: A qualitative study. Drawing on communities of practice theory, their qualitative study examines how simulated participants in health education in Turkey develop professional identities through sustained engagement. The model emphasizes motivation, background, peer interaction, and role clarity, offering educators a framework to enhance the quality and authenticity of simulation-based learning. Their findings underscore the importance of community and reflection in shaping learner identity.
In the vocational context, Critical reflections of emerging farmers’ individual perspective towards assessments in recognition of prior learning for unit standards credit of agricultural courses by Tshepo Teele and Molebatsi Milton Nkoane investigates how experiential knowledge is validated through RPL in South Africa. Using critical discourse analysis, the study reveals how adult learning principles positively influence both cognitive and non-cognitive characteristics of emerging farmers. The findings advocate for more inclusive and responsive RPL procedures that recognize the lived experiences of learners.
As higher education becomes increasingly accessible to non-traditional learners, understanding the psychological and pedagogical factors that support their success is essential. Two recent studies offer valuable insights into the motivational beliefs and emotional needs of adult students navigating complex learning environments. In Do I want to study psychology and why? Can I succeed in blended learning? The perseverance and changes in success expectancies and the subjective task value of non-traditional Swiss students, Bartlomiej Chrobak, Ana Rexhepi, Rosemonde Rauch, and Laurence Gagnière investigate the motivational dynamics of adult learners in blended learning environments. Using the expectancy–value model, the study reveals that intrinsic motivation, competence-related beliefs, and perceived costs significantly influence students’ intentions to persist. Notably, these motivational beliefs remained stable over time, suggesting that early interventions to support self-efficacy and task value may have lasting effects. The findings contribute to a growing body of literature on how to foster resilience and retention among non-traditional students.
Complementing this psychological perspective, ‘It would be very strange to make an artificial cut off point at 18 that trauma suddenly isn’t relevant’ – Perspectives of trauma-informed practice in higher education by Kalum Steven Bodfield and Aisling Culshaw challenges age-based assumptions in trauma-informed pedagogy. Drawing on interviews with UK university educators, the study identifies seven themes reflecting concerns and opportunities for integrating trauma-informed approaches in higher education. It highlights the need for clearer guidance, staff training, and institutional support to address the ongoing impact of trauma beyond childhood.
Understanding how social structures shape educational engagement is essential for advancing inclusive lifelong learning. A recent study on Dutch working parents offers valuable insights into how family responsibilities and cultural capital influence participation in education. In Do household and childcare task divisions prospectively predict engagement in time-costly continuing education among Dutch working mothers and fathers? Erik van der Meulen investigates whether domestic labour divisions affect continuing education participation. Using longitudinal data from over 1,300 Dutch parents, the study tests whether household and childcare responsibilities predict continuing education engagement over time. Surprisingly, the findings reveal that divisions of labour and childcare do not significantly influence continuing education participation. However, mothers with fewer children were less likely to engage in continuing education, suggesting that other factors – such as perceived opportunity or support – may play a more critical role. The study calls for future research to explore moderators that shape the relationship between family roles and educational engagement, especially in gendered contexts.
In Learning climate and financial incentives: A study on training participation in Dutch organizations, Björn Johannes de Kruijf, Arjen Edzes, Jouke van Dijk, and Sietske Waslander explore how organizational culture and financial structures influence adult learning. Using survey data from 512 Dutch organizations, the study examines the relationship between learning climate and training participation, including training intensity. Findings show that a positive learning climate significantly boosts both participation and the number of training hours. However, when employers fully fund training or schedule it during working hours, the effect of learning climate on training intensity diminishes. This suggests that shared investment – where employees also contribute time or resources – may enhance engagement and perceived value. Importantly, access to government subsidies increases both participation and training hours, highlighting the role of public policy in supporting workplace learning. These results suggest that effective adult learning strategies require not only a supportive internal culture but also thoughtful financial arrangements and external incentives. This study offers practical insights for employers and policymakers aiming to foster lifelong learning. By aligning workplace culture with financial support mechanisms, organizations can better motivate employees to engage in meaningful professional development.
In Instructional strategies for nurturing critical thinking skills in non-formal secondary education in Tanzania, Rose Ephraim Matete examines how teaching methods influence the development of critical thinking in non-formal learning environments. Conducted in Dar es Salaam, the study involved 52 participants and used interviews, focus groups, and observations to explore instructional practices. Findings reveal that teachers primarily rely on lectures, while more interactive strategies – such as problem-solving, group discussions, and oral presentations – are rarely used. Although these methods are known to foster critical thinking, they are underutilized, often replaced by rote question-and-answer techniques aimed at exam preparation. A key issue is the lack of formal teacher training, which limits educators’ ability to implement pedagogical strategies that promote deeper thinking. Matete argues that to cultivate critical thinking in non-formal education, teachers must be equipped with interactive instructional methods through targeted professional development.
Concluding thoughts
As part of our ongoing commitment to engaging with the wider scholarly community, members of the JACE editorial team have been actively participating in educational conferences across Europe and beyond last summer, including the 2025 Canadian Association for the Study of Adult Education (CASAE) annual conference in Toronto (https://www.casae-aceea.ca/conferences/), 2025 Universities Association for Lifelong Learning (UALL) and the Standing Committee on University Teaching and Research in the Education of Adults (SCUTREA) conference (Liverpool) (https://conference2025.gohigher.org.uk/), 2025 European Conference of Educational Research (Belgrade), 2025 Triennial European Society for Research on the Education of Adults (Prague) and the 2025 EAIR – The European Higher Education Society Conference (Utrecht).
These events have provided valuable opportunities to network with researchers, exchange ideas, and deepen our understanding of emerging trends in adult and continuing education. In response, we have curated thematic special collections that align with the key topics explored at these conferences, further bridging research and practice. Looking ahead, we are excited to convene the full Editorial Board in December, a welcome opportunity to reflect, plan, and strengthen our collaborative vision. We are also preparing calls for special issues that will invite fresh perspectives and critical engagement with the field. Stay tuned!