Engaging and Re-engaging 1/2022
How can adult education reach out to those who are not currently engaging in learning?
“I feel I have missed out on my university experience”
Since the beginning of the pandemic, many higher education students struggle with Zoom fatigue, feelings of isolation and lack of motivation. Kätlin Armei is one of them. The text is a column written for issue 1/2022 on Engaging and Re-engaging.
Prison education in Europe: alarming inequalities and revolutionary learning
Experts in adult education for inmates in Sweden, Scotland and Italy talk about the challenges and innovations of the penitentiary system in their countries.
Community Engagement as a pillar of degree programmes in Palestine
Pursuing higher education can be the only way to spend time, if there is no work or other possibilities. Palestinian university engages students by offering engagement with the community.
Engagement is an emotional business
Pascale Mompoint-Gaillard’s research provides insights about supporting engagement, particularly in an online environment. Emotions really matter in engaging learning, she says.
Broadening Germany’s narrow path in education
Students from minority backgrounds face many obstacles in the German school system. What does it really take creating a more inclusive path to higher education?
Laughter brings participants together online
Humour in education can be tricky to get right. In online training however, it is necessary for group cohesion and motivating learners, argues Toula Giannakopoulou. The text is a column written for issue 1/2022 on Engaging and Re-engaging.
Uncertainty and unrest are moulding the needs for education
Amid societal and environmental threats, engaging in learning might lose its priority. It is important to keep asking what education can and should offer us. The text is an editorial written for issue 1/2022 on Engaging and Re-engaging.
Lost appetite for learning?
We still know little about the adults who dropped out of learning during the pandemic. Educators across Europe worry that re-engaging these “lost” learners will be a challenge.
Re-thinking and reimagining education
The recent UNESCO report is calling us all to rethink our understanding of what education and lifelong learning mean, writes Jon Torfi Jonasson in his essay.
