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Nowadays, audiovisual media technologies and audiovisual content (audiovisual media communications) play an important role in our physical/psychological health, education, and lifelong learning, causing the redefinition of the teaching methodology. As presented in the literature, the use of audiovisual media communications presuppose a new way of approaching effective teaching, which requires the educators on all educational levels and disciplines to display with competence many advanced skills and abilities. The aim of this research is to provide data that will contribute to the effective teaching utilizing audiovisual media communications in adult education. This research is a secondary research from two researches, which are qualitative and based on a quantitative method of analyzing. The primary data were collected through experiment method from adults (18 years and older), in Cyprus and Greece. The results confirm the current debate of using audiovisual media technologies within the educational process in technology-enhanced learning in education, both from the literature, and from the findings and results of various researches. This research is part of a larger, ongoing research that explores the multidisciplinary field that incorporates media, audiovisual content, and education (MACE), information and communications technologies (ICTs) in adult education (in Greece and Cyprus).

Adult Education has many values, including experiences and co-operation among people, and the fact that adult education is full of stories from adult educators, which can help to understand trends in the past and developments in the present. Established in 1991 as part of a more general regional cooperation among five Nordic and three Baltic countries (NB8), Nordic-Baltic cooperation in adult education has been mutually enriching and has resulted in the growth of a professional network. The cooperation has led participants through a time of new sources of values, knowledge and contacts, socialisation and transformation, inspiration and challenges, which has influenced their experiences and professional identities. This paper is based on the results of a study entitled \"Nordic-Baltic cooperation in adult education: Experience and stories\" and focuses on the experiences and professional identities of two generations of Estonian adult educators. The empirical data for the study were collected using narrative-biographical interviews. The paper discusses two research questions: (1) What is the perception and influence of experiences for adult educators? and (2) How have their experiences influenced the professional identity of adult educators? Les valeurs de l'éducation des adultes sont nombreuses: elles reposent non seulement sur des expériences et des coopérations, mais aussi sur les innombrables récits des formateurs pour adultes, qui peuvent aider à comprendre les tendances passées et les développements actuels du secteur. Fondée en 1991, dans le cadre d'une coopération régionale plus large entre cinq pays nordiques et trois baltes (NB8), la coopération nordico-balte pour l'éducation des adultes a été mutuellement enrichissante et a donné lieu au développement d'un réseau professionnel. Cette coopération a conduit ses participants vers de nouvelles sources de valeurs, de connaissances et de contacts, de socialisation et de transformation, d'inspiration et de nouveaux défis, qui ont influencé leurs expériences et leurs identités professionnelles. Cet article, fondé sur les résultats d'une étude intitulée « La coopération nordico-balte pour l'éducation des adultes: expérience et récits de vie », retrace les expériences et les identités professionnelles de deux générations de formateurs d'adultes estoniens. Les données empiriques de cette étude ont été rassemblées au cours d'entretiens biographiques narratifs. L'article traite de deux questions de recherche: (1) Comment les formateurs d'adultes perçoivent-ils leurs expériences et se laissent-ils influencer par celles-ci ? et (2) Comment ces expériences ont-elles influencé l'identité professionnelle des formateurs d'adultes ? Образование для взрослых имеет много значений и нарративов, в том числе содержит опыт сотрудничества между людьми. Нарративы педагогов взрослых могут помочь понять события и тенденции развития образования для взрослых в прошлом и в настоящем. Основанное в 1991 году, как часть более общего регионального сотрудничества между пятью Северными и тремя Балтийскими странами (NB8), Северное-Балтийское сотрудничество в области образования взрослых было взаимообогощающим опытом и привело к личностным и профессиональным изменениям в жизни педагогов взрослых. Опыт участников этого сотрудничества содержит ценности образования взрослых Северных стан, знания и контакты, опыт социализации и трансформации, вдохновения, вызовы и ценности, которые оказали влияние на личностный опыт и профессиональный идентитет педагогов взрослых. Статья написана на основе результатов исследования «Северно-балтийское сотрудничество в области образования взрослых: опыт и нарративы\" и сосредоточивает внимание на личностном опыте и развитии профессионального идентитета двух поколений эстонских педагогов взрослых. Эмпирические данные для исследования были собраны с помощью нарративно-биографических интервью. В статье рассмотрены два исследовательских вопроса: (1) Каково влияние восприятия опыта для педагогов взрослых? и (2) Как опыт повлиял на формирование профессиональной идентичности педагогов взрослых?

Why did you do this work?The transition from paediatric to adult healthcare services is recognised as complex and often fragmented. Despite this, staff training on developmentally appropriate care for young people is often lacking. The 2023 report, ‘The Inbetweeners’, published by the National Confidential Enquiry into Patient Outcome and Death (NCEPOD)1 identified only 37/169 (22%) organisations provide such training. To improve the capability of staff within our Trust to facilitate better training, we developed an innovative young person-focused course to enhance staff skills in debriefing, feedback, and simulation-based education.What did you do?To assess local educational needs, we conducted a learning needs analysis to evaluate staff confidence in discussing key topics (sleep, eating habits, sexual health, sexual or gender identity, substance use, self-harm or mental health, abuse, confidentiality and service transition) with young people. There were responses from 60 staff members from paediatric and adult backgrounds, across 5 sites within our Trust. Thematic analysis revealed staff felt least confident in discussions on sexual health, substance use and sexual or gender identity.In response, we worked alongside Clinical Nurse Specialists for teenagers and young adults to develop a two-day course for paediatric and adult staff educators across our Trust. Day 1 focused on feedback and debriefing skills through communication scenarios, with themes aligned to the three topics staff reported lowest confidence in. Day 2 concentrated on simulation design, with all participants involved in facilitating a high-fidelity simulation followed by experienced faculty feedback. Ongoing support from the Education Academy was made available to all participants, encouraging them to implement further simulation-based education within their own departments.What did you find?Sixteen participants from a multidisciplinary background attended the course: nurse (6), physiotherapist (4), doctor (3), radiographer (2) and occupational therapist (1). Self-rated confidence in simulation and debrief (5 being most confident) increased from 1.8/5 pre course to 3.8/5 post course. Immediate feedback from all 16 (100%) participants highlighted the most valuable aspects of the course were understanding the theory and structured approach to debriefing, along with multiple opportunities to practice debriefing with feedback from an experienced faculty.11/16 (69%) completed a 3-month post-course evaluation. 8/11 (73%) participants reported using their new debriefing and simulation skills to educate others in their department since the course. This included delivery of acute mental health crisis simulations, communication simulations, on call physiotherapy scenarios, and creation of bespoke scenarios for new student nurses. Thematic analysis of the 3-month feedback identified the structured approach to debrief as the most useful learning from the course.What does it mean?This novel course successfully enhanced the confidence of both paediatric and adult educators in debriefing, feedback and simulation-based education. Participants have since applied their skills to deliver young person-focused teaching within their departments, demonstrating the course’s effectiveness in expanding training on developmentally appropriate care for young people.Reference 1 . National Confidential Enquiry into Patient Outcome and Death. The Inbetweeners: Ensuring good-quality transitional care between child and adult health services. 2023 Retrieved from https://www.ncepod.org.uk/2023transition/The%20Inbetweeners_full%20report.pdf – Last accessed 03/10/2024

Why did you do this work?The transition from paediatric to adult healthcare services is recognised as complex and often fragmented. Despite this, staff training on developmentally appropriate care for young people is often lacking. The 2023 report, ‘The Inbetweeners’, published by the National Confidential Enquiry into Patient Outcome and Death (NCEPOD)1 identified only 37/169 (22%) organisations provide such training. To improve the capability of staff within our Trust to facilitate better training, we developed an innovative young person-focused course to enhance staff skills in debriefing, feedback, and simulation-based education.What did you do?To assess local educational needs, we conducted a learning needs analysis to evaluate staff confidence in discussing key topics (sleep, eating habits, sexual health, sexual or gender identity, substance use, self-harm or mental health, abuse, confidentiality and service transition) with young people. There were responses from 60 staff members from paediatric and adult backgrounds, across 5 sites within our Trust. Thematic analysis revealed staff felt least confident in discussions on sexual health, substance use and sexual or gender identity.In response, we worked alongside Clinical Nurse Specialists for teenagers and young adults to develop a two-day course for paediatric and adult staff educators across our Trust. Day 1 focused on feedback and debriefing skills through communication scenarios, with themes aligned to the three topics staff reported lowest confidence in. Day 2 concentrated on simulation design, with all participants involved in facilitating a high-fidelity simulation followed by experienced faculty feedback. Ongoing support from the Education Academy was made available to all participants, encouraging them to implement further simulation-based education within their own departments.What did you find?Sixteen participants from a multidisciplinary background attended the course: nurse (6), physiotherapist (4), doctor (3), radiographer (2) and occupational therapist (1). Self-rated confidence in simulation and debrief (5 being most confident) increased from 1.8/5 pre course to 3.8/5 post course. Immediate feedback from all 16 (100%) participants highlighted the most valuable aspects of the course were understanding the theory and structured approach to debriefing, along with multiple opportunities to practice debriefing with feedback from an experienced faculty.11/16 (69%) completed a 3-month post-course evaluation. 8/11 (73%) participants reported using their new debriefing and simulation skills to educate others in their department since the course. This included delivery of acute mental health crisis simulations, communication simulations, on call physiotherapy scenarios, and creation of bespoke scenarios for new student nurses. Thematic analysis of the 3-month feedback identified the structured approach to debrief as the most useful learning from the course.What does it mean?This novel course successfully enhanced the confidence of both paediatric and adult educators in debriefing, feedback and simulation-based education. Participants have since applied their skills to deliver young person-focused teaching within their departments, demonstrating the course’s effectiveness in expanding training on developmentally appropriate care for young people.Reference1. National Confidential Enquiry into Patient Outcome and Death. The Inbetweeners: Ensuring good-quality transitional care between child and adult health services. 2023 Retrieved from https://www.ncepod.org.uk/2023transition/The%20Inbetweeners_full%20report.pdf – Last accessed 03/10/2024

The remarkable advancements in technology have affected the way people engage, work, and learn. Digital literacy, also known as virtual learning, has the potential to improve lifelong learning. Workplace skills evolve at such a rapid pace that no school system can keep up with the continual need to alter how we work and live. Most crucially, our society's profound changes require young people to acquire new abilities. Malaysia has a long-term vision that calls for sustainable and productivity-driven growth that can only be accomplished with digitally literate employees. Although to some extent Malaysia education system has been initiating, there is very limited research that focuses on what drives digital literacy. There is no proper framework or guidelines that can be used as a blueprint to prepare the young graduates in the 21st-century workforce. The purpose of the study is to examine the drivers of digital literacy that can be taught in higher institutions and apply in today's digital workplace. This research focused on young adults as a unit of analysis and a quantitative method was used to collect the data. A total of 300 young individuals responded through self-administered questionnaires. The finding of the research showed that critical skills, operational skills, visual learning style, collaborative learning style and learning system enhance digital literacy. Finding further recommend that digital literacy improve both academic performance and employability. From this research, solutions can be proposed to both academicians and employers in achieving the digital literate graduates for the 21st-century workforce.

Since gaining independence from South Africa in 1990, Namibia has placed considerable emphasis on education, including adult learning. As a means of improving the quality of adult learning, the Namibian Ministry of Education commissioned the development of national standards in 2010 to express competency requirements for adult educators. Particular attention was paid to the views of adult learners who participated through thirty focus groups. The participatory process revealed that the work of an adult educator is more complex and demanding than had previously been appreciated. The required competencies were categorised under four headings: (1) Knowledge as an adult educator, (2) Practice as an adult educator, (3) Relationships as an adult educator and (4) Ethics and professionalism as an adult educator. The Namibia Qualifications Authority, acting under its legislative mandate of setting occupational standards for occupations, jobs, posts and positions, approved the national standards in 2011. Élaborer des normes nationales pour les éducateurs d'adultes en Namibie — Depuis son accession à l'indépendance de l'Afrique du Sud en 1990, la Namibie a fortement privilégié l'éducation, y compris celle des adultes. En vue d'améliorer la qualité de l'éducation des adultes, le ministère namibien de l'éducation a commandité en 2010 l'élaboration de normes nationales, énonçant les compétences requises chez les éducateurs d'adultes. Il y a été accordé une importance particulière aux opinions des apprenants adultes, qui ont participé au processus lors de 30 groupes de discussion. Cette démarche participative a révélé que le travail de l'éducateur d'adultes est plus complexe et exigeant qu'on ne le supposait auparavant. Les compétences requises ont été répertoriées selon quatre rubriques : 1) Connaissances de l'éducateur d'adultes, 2) Pratique de l'éducateur d'adultes, 3) Contacts de l'éducateur d'adultes, enfin 4) Déontologie et professionnalisme de l'éducateur d'adultes. L'autorité namibienne des qualifications, dotée d'un mandat conféré par la loi d'établir des normes professionnelles pour les métiers, emplois, postes et charges, a approuvé ces normes nationales en 2011. Die Entwicklung staatlicher Normen für Lehrkräfte im Bereich der Erwachsenenbildung in Namibia - Seit der Unabhängigkeit von Südafrika im Jahr 1990 legt Namibia einen besonderen Schwerpunkt auf die Bildung, einschließlich der Erwachsenenbildung. Um die Qualität der Erwachsenenbildung zu verbessern, hat das namibische Bildungsministerium im Jahr 2010 den Auftrag erteilt, staatliche Normen für die Anforderungen an die Kompetenz der Lehrkräfte im Erwachsenenbildungsbereich zu entwickeln. Mit besonderer Aufmerksamkeit wurden die Meinungen von erwachsenen Lernenden gehört, die sich in dreißig Fokusgruppen beteiligt haben. Das partizipatorische Verfahren hat gezeigt, dass die Arbeit einer Lehrkraft im Bereich der Erwachsenenbildung komplexer ist und höhere Anforderungen stellt, als man dies bislang wahrgenommen hatte. Die erforderlichen Kompetenzen wurden in vier Kategorien eingeteilt: (1) Das Wissen von Lehrkräften in der Erwachsenenbildung, (2) die Praxis von Lehrkräften in der Erwachsenenbildung, (3) die Beziehungen von Lehrkräften in der Erwachsenenbildung und (4) die Ethik und Professionalität von Lehrkräften in der Erwachsenenbildung. Gemäß ihrem gesetzlichen Auftrag, Beschäftigungsnormen für Berufe, Jobs, Ämter und Positionen festzulegen, hat die Namibia Qualifications Authority [etwa: Behörde für Bildungsund Berufsabschlüsse] die staatlichen Normen im Jahr 2011 gebilligt. El desarrollo de estándares nacionales para educadores adultos en Namibia — Desde su independencia de Sudáfrica en 1990, Namibia ha puesto un considerable énfasis en la educación, incluyendo el aprendizaje de las personas adultas. Con el fin de mejorar la calidad del aprendizaje de las personas adultas, el Ministerio de Educación de Namibia encomendó en el 2010 el desarrollo de estándares nacionales que definan las competencias que deben reunir los educadores adultos. En este sentido, se ha otorgado una especial atención a los puntos de vista de los educandos adultos, que participaron en treinta grupos de referencia. El proceso de participación reveló que el trabajo de un educador adulto es más complejo y exigente de lo que se había considerado previamente. Finalmente, se establecieron cuatro categorías de competencias requeridas: (1) Conocimientos como educador adulto, (2) Práctica como educador adulto, (3) Capacidad de relación como educador adulto, y (4) Ética y profesionalismo como educador adulto. Actuando bajo el mandato legislativo de establecer estándares ocupacionales para empleos, puestos y posiciones, la Autoridad de Cualificación de Namibia aprobó los estándares nacionales en el 2011. Разработка национальных стандартов для работников сферы образования взрослых (эдукаторов) в Намибии — С момента получения независимости от Южной Африки в 1990 году в Намибии стало уделяться больше внимание образованию, включая и образование взрослых. Для улучшения качества образования взрослых Министерство образования в Намибии принялось за разработку националтных стандартов в 2010 году для того, чтобы определить компетентностные требования для работников сферы образования взрослых. Особое внимание уделялось мнениям взрослых учащихся, которые участвовали в тридцати экспериментальных группах. Полученные данные показали, что работа эдукатора предъявляет особые требования и является более сложной, чем это считалось ранее. Требуемые компентерции были распределены по категориям по четырем направлениям: 1) знание как эдукатор, 2) практика как эдукатор, 3) взатмоотношентя как эдукатор и 4) этика и профессионалиэм как эдукатр. Квалификационная комиссия в Намибии, действующая на основе законодательного манлата по выработке профессиональных стардартов для профессий и должностей, утвердила данные национальные стандарты в 2011 году.

COVID-19 has done significant damage to individuals, families, workers and the economy. What is not known about the virus is part of the problem, and the knowledge gap drives an unprecedented and urgent search for knowledge. This article explores the challenges for lifelong learning and the relevance of transformative learning. Disorientation, disorienting dilemmas and critical reflection are the ingredients of such learning, since we can only learn our way out of this situation. The authors present American adult educator Jack Mezirow’s theory of transformative learning (TL) as an appropriate learning framework for lifelong learning. They draw on the work of American philosopher Richard Rorty and German philosopher and sociologist Jürgen Habermas to re-shape TL so that it supports the kind of learning that is sufficiently complex and nuanced to enable us to deal with contradictions, ambivalence and meaning-making in a world where not-knowing is the new normal. Les dimensions transformatrices de l’apprentissage tout au long de la vie : Mezirow, Rorty et la COVID-19 – La COVID-19 a causé des dommages considérables aux individus, aux familles, aux travailleurs et à l’économie. Ce que nous ignorons du virus fait partie du problème et cette absence de savoir impulse une quête de connaissances urgente et sans précédent. Cet article se penche sur les défis qui se posent à l’apprentissage tout au long de la vie et sur la pertinence de l’apprentissage transformateur. La désorientation, les dilemmes désorientants et la réflexion critique sont les ingrédients de cet apprentissage étant donné que nous ne pouvons sortir de cette situation qu’en apprenant. Les auteurs présentent la théorie de l’apprentissage transformateur du professeur américain en éducation des adultes Jack Mezirow comme un cadre didactique approprié pour l’apprentissage tout au long de la vie. Ils s’inspirent des travaux du philosophe américain Richard Rorty et du philosophe et sociologue allemand Jürgen Habermas pour refondre l’apprentissage transformateur de sorte qu’il accompagne un type d’apprentissage suffisamment complexe et nuancé qui nous permette de faire face aux contradictions, à l’ambivalence et la recherche de sens dans un monde où ne pas savoir est la nouvelle norme.

The concept of giftedness is complex, contested and evolving and may be thus frustratingly challenging to apply in practice. One area of emerging research is understanding the personal experiences of those who identify as gifted in order to better represent the myriad culturally diverse conceptions of giftedness that evolve over a lifetime. In this article, I employ an autoethnographic approach to explore aspects of my adult identity as an atypical learner. This journey unfolds in crafted vignettes that reveal the complexities and multi-dimensionality of my learning and are analysed using Gagné’s Differentiated Model of Giftedness and Talent (DMGT). As I investigate my journey as a gifted lifelong learner at school, then as a teacher, teacher educator and corporate executive, three critical friends, the other authors of this paper, offer an etic perspective about my experiences of giftedness. The aim of the article is to illuminate the importance of examining personal experiences, stories and voice as a way of conceptualising giftedness, and to position giftedness as an evolving lifelong experience. In the article we offer several implications for the normalisation of giftedness in education which resonates into adulthood.

Although there are multiple studies about the application of andragogy in multiple disciplines, studies on the implementation of andragogy in basic adult education/literacy programs are too limited in the Ethiopian context. The overarching purpose of this study was to scrutinize the implementation of andragogy in the Integrated Functional Adult Education [IFAE] program in Ethiopia. A qualitative case study design was employed to guide this research. Through in-depth interviews and observations, the data were collected from purposively selected five facilitators and five learners. The findings of this research revealed that andragogy was not implemented satisfactorily as expected. The facilitators did not communicate the objectives of the session before each session and their effort in making adults self-directed learners is limited. The adult learners’ experience is not considered as a resource in the facilitation process. The learning content is determined by curriculum developers, and the facilitators teach the learners as it appears in the textbook without contextualizing it with the adult learners’ lives. The extrinsic motivational strategies are mostly employed to sustain adult learners in the IFAE program. The results of this study also revealed that the needs assessment of adult learners has never been done so far. The adult learners did not participate in the facilitation process. In general, the facilitation process seems dominated by prescriptions and pedagogy dependent, which is incongruent with andragogy.