This study explores how parenting education (PE) is represented in adult education literature. PE is commonly researched with a focus on child development and outcomes, even though parenting plays a significant role for most adults. This structured literature review (SLR) examined 32 articles from 29 adult education journals to investigate how PE is conceptualized in the domain of adult education, with a focus on parents as learners. Three research questions guided the SLR: (1) in what context do adult education journals address parenting, (2) how are parenting programs framed within adult education literature, and (3) to what extent is PE recognized as a valid method for adult learning or lifelong education. Themes that emerged from the review included (1) PE within a dedicated parenting program, (2) PE within other AE curricula, informal learning, or media, and (3) parenting identity and advocacy. The findings indicate that PE remains overlooked in adult education academic discourse. PE can be framed in adult education research to emphasize parent learning as vital in identity development, adult learning, and lifelong learning. This review implores scholarly inquiry from adult education to position PE as a fundamental part of adult education, to invite the integration of adult learning principles into parenting programs, and thus frame PE as adult learning.

This study aims to develop and validate an instrument for measuring the effectiveness of adult literacy programs in Morocco, addressing a longstanding concern that affects a significant segment of the country. Framed within a theory supporting an all-inclusive concept of literacy, the study employed a systematic scale development process, incorporating literature review and focus group discussions to generate the required items. Based on exploratory and confirmatory factor analysis, the developed instrument, which the authors named “EduValue,” consists of 85 items, organized into six main dimensions: (1) Personal life, (2) family sphere, (3) inclusive decision-making, (4) spiritual and environmental well-being, (5) societal engagement, (6) economic empowerment. The survey was conducted among 152 graduates of the “Literacy for Empowerment” program. This article fills existing knowledge gaps in this field by offering empirical evidence supporting the development of educational policies and reforms to enhance the effectiveness of adult literacy initiatives within the Moroccan context and in the rest of the world.

Adult immigrant students in language courses benefit from paired discussions not only by acquiring second language proficiency, but also by developing soft skills that enhance their employability in the host society, such as the ability to maintain meaningful discussions with unknown people, interview, and networking skills. Applied regularly, paired discussions also contribute to a more inclusive educational environment and often allow participants to create friendly relationships. Based on observations, classroom discussions, and pedagogical experiments, this paper discusses the procedure, benefits, and limitations of paired discussions and provides practical recommendations.

The United Nations Refugee Agency (UNHCR) affirms that millions of people across the globe are displaced annually because of “persecution, conflict, violence, and human rights violations.” Given the abrupt departures from their countries of origin and their time in resettlement camps, these migrants are typically denied access to educational opportunities. They thus arrive in countries like the United States as students with limited or significant interruptions in their formal educations (SLIFE). They then access adult education, often ESOL, programs that are typically ill-equipped to address their unique needs and staffed by instructors who are ill-prepared to provide impactful instruction. The purpose of this inquiry was to explore the extant research literature to formulate policies and practices that could be implemented to address the needs of adult SLIFE, ideally in more culturally responsive, trauma-informed, and decolonized ways. In addition to Universal Design for Learning (UDL), the approach most often cited in this literature review was the Mutually Adaptive Learning Paradigm (MALP) as devised by DeCapua and Marshall (2023). Using this paradigm and its corollaries as a conceptual foundation, the authors offer practical suggestions regarding administrative policies and instructional practices for adult education programs to address the psychosocial and instructional needs of adult SLIFE more effectively. Areas for future investigation and implementation were identified, including incorporating these best practices into preservice preparation and continuous professional development for instructors of adults, especially those of emergent bi/multilingual learners

Continuing Professional Development (CPD) has expanded to support increasingly economic and technologically competitive environments, often governed by Adult Learning and Education (ALE) principles. In the United Arab Emirates (UAE), however, despite the importance given to CPD, the field of ALE remains underdeveloped. Bearing this in mind, a group of five UAE-based trainers documented the design and implementation of a Communication Skills for Caregivers course using the Interactive Model of Program Planning by Caffarella and Daffron. This article discusses the process followed to contribute to the region’s ALE/CPD design discourse as well as to reflect on the trainers’ practices and provide recommendations and implications for future CPD.

During CONFINTEA VII’s Panel 4: “Preparing adults for the future of work” and throughout the conference, participants grappled with crafting a transformative agenda, where adult learning and education (ALE) prepares adults for future workplaces, education is viewed as an individual right and a common good, and sustainable development is a global imperative. CONFINTEA VII presentations and dialogue ( https://www.uil.unesco.org/en/seventh-international-conference-adult-education ) underscore challenges faced and factors impacting society and shaping work, for example, digital transformation, industry 4.0, transition to a green economy and the constant need to acquire new skills. This article conveys conferees’ shared perspectives on emerging strategies, policies, and practices to support transformation and sustainable development, implications for practice, and collaborative action. Among recurring themes: (a) emerging technologies generating dynamic future workplaces, (b) abundant new opportunities for work and growth, (c) intensifying emphasis on access, inclusion, and tackling global problems, and (d) workplaces harnessed as learning places where learning to learn and continuous learning skills are de rigueur.

The purpose of this study was to examine the workplace learning activities professional academic advisors (AAs) utilize to serve their African American male advisees more effectively. Workplace learning was used as a lens to identify learning strategies through: (a) formal learning, (b) nonformal learning, and (c) informal learning. Findings from this study indicate that informal learning was the greatest source of knowledge for assisting with best practices for advising African American males.

Access to different forms of education has become more prevalent in recent years. Online learning design requires innovative pedagogical practices. Dr. Bloomberg provides strategies for online course design, student engagement, andpedagogical methodology.