As the COVID-19 pandemic caused severe disruption to education enterprises throughout the world, the main response by educational institutions was to move to online learning environments. The purpose of this study was to understand better how instructors could improve online learning for a professional-level week-long short course in a highly…

The COVID-19 pandemic of 2020 has provided individuals across the world with unprecedented experiences and challenges. This perspective piece demonstrates how following the foundational theories of adult learning allows adult educators to create a positive environment for learners in the middle of a crisis. Three self-care tips are examined…

This study explored English Language Learner (ELL) immigrant students' barriers to accessing postsecondary education at four-year colleges and universities in the post-COVID-19 era. Grounded in Cross's (1981) conceptual framework, which categorizes barriers adult learners face in higher education as institutional, situational, and dispositional,…

This article discusses the interwoven disruptions caused by the multiple crises of the COVID-19 pandemic, violent incidents against persons of color, social justice concerns, and political and civil unrest. Discussion will center on how these crises impacted and continue to affect careers, schools, workplaces, and personal lives. The chapter will…

Using responses to training evaluations, this study analyzed variables and outcomes of virtual training provided by a Midwestern behavioral health training partnership (BHTP) from March 2020 through October 2020 when COVID-19 pandemic restrictions forced training to be moved from in-person to a virtual training environment. Data included…

Like language teachers everywhere, Deaf teachers of New Zealand Sign Language (NZSL) had to suddenly move classes online when COVID-19 restrictions were implemented from March 2020. NZSL is conventionally taught through a direct immersion, communicative approach, so adapting instruction to a remote mode required NZSL teachers to develop new…

Research indicates that older adult learners are faced with a multitude of obstacles and challenges during their experiences as students in higher education. A primary obstacle faced by non-traditional students is adjusting to the use of technology, compared to younger individuals, which is a trend that was exacerbated during the pandemic.…

The number of non-traditional students entering college is growing, and those without experience using educational technology may experience additional challenges. The use of technology on college campuses is pervasive starting with the admissions application and continuing to registration, classroom participation, and persisting through applying…

This hermeneutic phenomenological study sought to fill gaps in the literature surrounding women in the chief enrollment management officer (CEMO) position; on CEMOs in Council for Christian Colleges and Universities (CCCU) institutions; on post-pandemic strategic enrollment management (SEM) in CCCU institutions; and on SEM concepts, planning, and…

During the COVID-19 pandemic, it has been observed that the education stakeholders including families are caught unprepared. For this reason, it is thought that determining families' educational needs regarding their children with multiple disabilities in the isolation period are essential. This study aimed to determine the contribution of…

In this response, Suzanne Smythe imagines the role of new technologies in community-based education as we settle into a "new normal." This article builds upon and extends Jen Vanek's suggestions in Part 1 by drawing upon research and practice oriented to digital justice. Smythe describes her experiences as an adult literacy researcher in…

Since the outbreak of the COVID-19 pandemic in 2020, digital technologies for distance learning have been used in educational institutions worldwide, raising issues about social implications, technological development, and teaching and learning strategies. While disparities regarding access to technical equipment and the internet ('the digital…

This study aimed to assess the level of empowerment experienced by Saudi women through the vocational skills taught in educated neighbourhood programs during the COVID-19 pandemic. Additionally, the research sought to determine whether there were statistically significant differences in empowerment levels based on marital status and the number of…

Civil society organisations were well organised in the sixth International Conference on Adult Education (CONFINTEA VI) held in Belém in 2009, and influential in framing a powerful agenda for transforming adult education. Despite some successes, however, there were also frustrations in the drafting of the Belém Framework for Action (BFA). Drawing…

How can schools integrate the lessons of remote learning during the COVID-19 pandemic into their face-to-face teaching. What guidelines can teachers use to be sure they are integrating technology? In this article, we propose an adaptation of the Triple E Framework to guide this work. The goal of the framework is to ensure that technology use…