Survey of adult educators and learners, “The Situation and Opportunities for Eco-Social Education”, 2024
Researchers: Daiva Penkauskienė, Virgita Valiūnaitė, Kaisu Tuominen, Tiina Kontkanen, Guðrún Vala Elísdóttir, Ívar Örn Reynisson.
The study was conducted as part of the Erasmus+ project “EcoSocialAgency – Adult Educators Supporting Eco-social Agency” (No. 2023-2-FI01-KA210-ADU-000179217) in the partner countries Iceland, Finland, and Lithuania. The aim was to find out how best to integrate ecological and social sustainability issues into adult education, to understand the needs and challenges of adult educators and learners in becoming active agents of sustainability.
A questionnaire was prepared for adult educators working in the project partner organizations or closely cooperating with them (41 respondents). Adult learners were invited to focus group discussions (19 respondents).
Data collection was successful, as preliminary answers to many of the questions raised in the project were obtained. It can be concluded that adult learners are more inclined to learn about eco-social issues and change their ways of thinking and acting than adult educators imagine. The study revealed that both target groups – adult educators and adult learners – actually believe that the well-being of the planet and eco-social education are important. Social issues are emphasized more than ecological ones, but issues in both areas are perceived as interrelated. In order for adult educators to be able to address sustainability and eco-social issues in a way that is tailored to a specific group of learners or individual, they need a better understanding, time, and opportunities to reflect on their pedagogical practice. Adult educators also need concrete examples and tools to explore these issues. Training on pedagogical models, methods, and tools could help achieve a transformative learning impact. Adult educators, and especially learners, would benefit from strengthening their sense of community and their ability to collaborate. Together, problems can be overcome more easily and group efforts can be more effective.
Research of the project “REACH – Promotion of Innovative Services and Better Access in Continuous Education” target group learning motivation, 2011
As part of the Nordplus Adult program project “REACH– Promotion of Innovative Services and Better Access in Continuous Education” (2010–2012), a survey of target groups (adults living in regions and rural areas, unemployed people, people with special needs, pensioners, single mothers, those who had dropped out of the general education system and had not attained higher education) about their motivation to participate or not participate in lifelong learning, the most suitable forms of learning, and channels for accessing information. A total of 17 interviews were conducted: Finland – 5 respondents, Iceland – 7 respondents, Lithuania – 5 respondents.
Research of the project “DeTALES – Digital Education Through Adult Learners EU-Enlargement Stories” target group education environment, IT competences and EU enlargement perception, 2011
A qualitative study was conducted in the partner countries of the DeTALES project between January and August 2011 to assess the learning environment of the target groups, IT skills, and understanding of EU enlargement (identity, enlargement, mobility, labor market, civic position). In Bulgaria, Lithuania, the United Kingdom, and Germany, seniors were surveyed, while in Italy, Hungary, and Turkey, less educated adults aged 35–54 were surveyed.
Although the groups of respondents were very diverse, similar trends were observed in their answers to questions on the most relevant topics. In order to achieve the objectives of this project, an understanding of identity in the European context was very important – most respondents defined Europe as a combination of cultures that exist independently and at the same time influence each other, creating a unity based on tolerance and common cultural values. This understanding also led to the belief among most respondents that the EU should be open to all EU cultures and ideas, as well as a desire to learn more about other European countries and cultures. Openness to other cultures and values is also reflected in the high level of mobility reported by respondents, especially those from the old EU member states. The survey showed lower mobility in the labor market, but this could be explained by the characteristics of the target group – low-skilled adults, older workers, and seniors, who are less inclined to take the risk of moving to another country for work.
No less significant is the respondents’ concern about the EU’s ability to solve existing problems. Although its citizens are still open to other countries joining the EU, the current economic crisis has raised many questions and increased the uncertainty of the situation. Nevertheless, the survey shows a relatively high level of engagement among EU citizens: most respondents support European values and believe that European integration gives more power to the EU and its member states.
The survey was conducted using a written questionnaire and involved 293 respondents: Bulgaria – 23, Germany – 28, Hungary – 50, Italy – 50, Lithuania – 50, Turkey – 50, United Kingdom – 42.
Analysis of good practices in adult education methodologies and learning strategies, 2010 m.
The analysis was carried out in Lithuania, Romania, Latvia, Austria, Germany, Italy, Spain, Slovakia, and Switzerland as part of the “CreMoLe: Creation – Motivation – Learning” project (2009-2011) and with the aim of collecting the best examples of adult education. The project partners shared their experience of working with various adult groups, researched adult education practices, and analyzed the best examples of adult education in European Union countries. A survey of adult education providers and learners in the project countries was conducted to collect the best examples of adult education related to teaching methodology and learning strategies. Sixteen examples of good practice were selected and presented in a separate publication, the selection methodology was discussed, and a comparison of examples of good practice was provided.
Each country interviewed 5 adult teachers and 10-15 training participants in order to better understand the training. Switzerland, a silent partner in the project, identified one good practice example and conducted two interviews with teachers and six training participants.
Research of seniors’ participation in trainings, 2009
The study was conducted by Asta Matonytė.
As part of the project “Nord+ Senior Golden Examples” a study was conducted in 2009 on the participation of older people in continuing education. The study was conducted in Lithuania, Norway, and Iceland. The project partners prepared a questionnaire to investigate the learning needs and interests of respondents, their motivations for learning, obstacles to learning, learning methods, leisure activities, etc. In each country, 15 seniors from various target groups were surveyed, including those who were employed and unemployed, those who were actively learning, and those who, for various reasons, were not learning.
In each country, 45–55 seniors from various target groups were surveyed – those who are employed and those who are not, those who are actively learning and those who, for one reason or another, are not learning. In Lithuania, the quantitative study was conducted in the districts of Trakai, Lazdijai, Pakruojis, Rietavas, and Tauragė. Forty-five respondents answered the questionnaire. Interviews were also conducted in two focus groups – seniors who are actively and passively studying. A total of 15 seniors from Vilnius City and Trakai District participated in the focus groups.
The research data was summarized and compared, and based on the results, recommendations were prepared for the education of older people – what are the most appropriate methods, training content, how to remove barriers to learning, and ways to improve motivation and lifelong learning.