Opinion
Columns and essays in ELM Magazine approach current issues from personal and engaging perspectives. The series of columns "I argue" features texts written by researchers, each presenting a well-argued statement on a topic of their research.
I argue: Digital inclusion is key to democratic participation
“Digital inclusion is vital for enabling civic engagement and strengthening democracy. When citizens cannot navigate digital platforms, their ability to influence policies or shape communities is diminished,” writes Maja Brynteson of Nordregio in ELM’s “I argue” series.
I argue: Learner-centred pedagogies about AI can be intellectually oppressive
In ELM’s “I argue” series, Hugo-Henrik Hachem from Linköping University questions the emphasis on promoting critical thinking through learner-centred approaches to artificial intelligence (AI) literacy. He argues for an AI-centred pedagogy that shifts the pedagogical focus from students’ levels of thinking about AI (critical or naïve) to their attention and motivation to study AI.
Elif Bahar, OECD: “Upskilling demands flexibility, funding and motivation”
Elif Bahar from the OECD stresses the need for workers to update their skills—but how, when time, cost and access are barriers? In her Speakers’ Corner column, Bahar shares possible solutions. The column series is produced in cooperation with the European Association for the Education of Adults.
I argue: We need robot literacy
In ELM’s “I argue“ series, Päivi Rasi-Heikkinen, Professor of Education at the University of Lapland, emphasises the need for robot literacy. “We need to enhance our skills in robot literacy as physical robots become increasingly integrated into our everyday lives,” she asserts.
Lorenz Lassnigg: Research and practice: A difficult bridge
”Political practices must be included endogenously in attempts to understand the research-practice relationship in adult education,” argues Dr. Lorenz Lassnigg, senior researcher at the Institute for Advanced Studies in Vienna. In his column, he examines the elements for bridging the gap between research and practice.
Erickson: “Active participation in communities of practice helps educators navigate changes”
“Today’s adult educators must continuously reshape their professional identity,” writes Jane Erickson in her column. She considers virtual communities of practice essential for maintaining professional relevance.
I argue: Structured interactions are vital in research-practice partnerships
In ELM’s "I argue" series, Finnish post-doctoral researcher Hanna Reinius states that research-practice partnerships are pivotal for bridging the gap between empirical inquiry and practical development work. However, to be successful, they require careful planning of interactions between practitioners and researchers.
I argue: The Covid years reiterated the importance of lifelong learning
In ELM’s "I argue" series, Dr. Satya Brink, a Canadian researcher, states that the negative social impacts of the Covid years on disadvantaged and older adults could have been mitigated by lifelong learning.
Estonians’ belief: Education is the gateway to enhanced living
Could the outstanding results in Estonia’s general education be translated into adult education? In her column, Maie Kitsing explores the four pillars of the country’s education system. Kitsing serves as Advisor at the General Education Department at the Estonian Ministry of Education and Research.
Christoph Bretgeld: “We must talk about skills, not titles”
In his Speakers’ Corner column, Christoph Bretgeld argues that we must develop our perception of skills and acknowledge their roles as carriers of more accurate information. This would lead to better-functioning labour markets. Speakers’ Corner columns are produced in cooperation with the European Association for the Education of Adults.
