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This paper offers an example of what a sensuous approach to food and taste education can look like by investigating the role of learners’ senses when taste experiences are translated into words and drawings. The context of the Reggio Emilia approach – and specifically the food atelier setting – creates a space to explore food and taste based on the pedagogy of listening and reflective taste pedagogy, where each participant’s individual taste experience is central. The authors describe a non-formal, online food atelier gathering data from 92 participants (78 children/adolescents and 14 adults) from 15 countries, focusing on learners’ articulated taste experiences of freely chosen foods through their descriptions and depictions of their taste experience. The findings offer insight into learners’ multimodal articulations of their experiences of tasting foods, starting from each individual’s visual/verbal interpretation, thus building bridges between (abstract) concepts and language on the one side, and sensuous bodily experiences on the other. [ABSTRACT FROM AUTHOR]

This article originated from a working group on "Learning beyond formal schooling through human–computer–human interaction (HCHI)" convened at the UNESCO EDUSummIT 2023 in Kyoto (Japan). A polylogue approach was adopted by engaging eight co-authors whose diverse perspectives culminated in propositions that addressed the pivotal question: How should the connections between formal, non-formal, and informal learning be considered in a digitally mediated world? Formal learning is typically structured, organized and chronologically arranged institutional learning, whereas informal learning is associated with everyday learning across contexts throughout one's life, and non-formal learning is a hybrid of these forms of learning. Considering the growing prominence of informal and non-formal learning in a digitally mediated world, the evolving learning ecosystem calls for a recalibration of the emphasis on formal learning. In this regard, HCHI has the potential to mediate human–human interactions, thereby bridging formal and informal learning. Our articulated position is to preserve the distinct boundaries and inherent complexities of each type of learning while creating opportunities or 'bridges' to authentically draw on the processes of each through meaningful actions. The polylogue yielded three propositions to bridge the connections between formal, non-formal and informal learning spaces in a digitally mediated world: (a) formal education institutions can establish strategic alliances and collaborations with learning organizations beyond the formal educational system, (b) the creation of digital learning communities within formal and non-formal spaces exemplify a paradigm of operation in an unregulated, student-centric cohesive space where the educator is a co-participant, (c) the recognition of the value of informal learning experiences by formal education institutions is critical, with emphasis on the learning process rather than the product. [ABSTRACT FROM AUTHOR]

This study used a constant comparative qualitative research method to explore formal and informal learning strategies teachers use to develop professionally and the impact these learning strategies have on their professional practices. Participants were selected through snowball sampling, consisting of 20 teachers from five high schools in Taiwan. Three were male, and 17 were female, with an average age of 43. The study found that participants' formal learning strategies include attending workshops and conferences and doing professional courses in colleges or online. Their informal learning strategies include discussions and sharing ideas with colleagues, using the internet to learn and search for information, reading reference materials, and reflecting on teachings and students' feedback. The impact of the learning on participants' professional practices includes improved subject content and professional knowledge, teaching and learning skills, classroom and time man agement skills, teaching and learning aid production skills, and collaboration and information-searching attitudes. [ABSTRACT FROM AUTHOR]

The rapid advancement of technology in recent years has brought about profound changes in every aspect of our lives. Such technological advancement has impacted children in a digital age where technology permeates every facet of their existence, from education to entertainment and communication to socialization. The younger generations today appear deficient in motor, emotional, and social abilities. They appear to exhibit higher levels of aggression, anxiety, dependency, and reduced creativity. Integrating non-formal education into children's learning aims to maximize enjoyment and engagement by capturing children's interest and inspiring them to continue learning. Thus, non-formal education encompasses a spectrum of curricular activities in the natural environment outside of the school area. This scoping review aims to identify the focus skills development among primary school learners and how non-formal educational activities could boost learners' learning ability. Four databases, including Scopus, web of science (WoS), Education Resources Information Center (ERIC), and ScienceDirect, were used in this research, which found 36 articles for eligibility. Only 15 articles are eligible for analysis and reference after the exclusion and inclusion process for data collection. The findings show that non-formal education offers learners the opportunity to explore a multitude of interests beyond the structured confines of the classroom. [ABSTRACT FROM AUTHOR]

Copyright of Discourse: Journal of Childhood & Adolescense Research / Diskurs Kindheits- und Jugendforschung is the property of Verlag Barbara Budrich GmbH and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Although the effects of out-of-school learning on students' learning have attracted significant attention among education researchers in science and social sciences, little is known about the development of pre-service elementary mathematics teachers' skills in utilizing out-of-school learning in mathematics lessons. The aim of this research is to investigate the impact of activities conducted within the scope of the out-of-school learning environments in mathematics education on pre-service elementary mathematics teachers' skills in organizing non-formal learning. The study utilized a sequential explanatory design, which is a mixed-method approach. The quantitative part of the research employed a "single-group pretest-posttest design without a control group" from experimental designs. This study involved 35 third-year teacher candidates enrolled in the Primary Education in Math Program (PREDMAP) at a state university located near Ankara, the capital city of Turkey. The data collection instrument used in the study was the Out-of-School Learning Regulation Scale (OOSLRS). Additionally, teacher candidates were asked to write reflective essays about their thoughts on the program at the end of the study. The analyses revealed that prior to the program, pre-service math teachers had the highest scores in the knowledge dimension and the lowest scores in the implementation dimension of organizing out-ofschool learning. Significant differences were found in the pretest scores of preservice math teachers only in the knowledge dimension based on their previous experiences in organized out-of-school learning environments during their educational lives. Significant improvements favoring the post-test application were observed across all dimensions between pretest and posttest scores. Data from reflective essays written by the preservice math teachers indicated their emphasis on active participation and included suggestions particularly in the implementation dimension. [ABSTRACT FROM AUTHOR]

Abstract In this paper we consider the issue of formality in learning. Both formal and informal learning appear to be well-defined in educational discourse, in contrast with non-formal learning which is less clearly articulated. This lack of clarity around non-formal learning has consequences for its recognition by teachers and learners. To contribute to the conceptualisation of non-formal learning we carried out a literature review that helped us to identify dimensions of learning formality. This framework allowed us to discriminate the ways in which non-formal learning differed or matched with aspects of formal or informal learning. It also suggested to us that formality is fluid, and that learning with different formalities might co-exist in some learning environments. We then used our framework to develop tools for capturing evidence of non-formal learning. We describe these tools and how we used them in a pilot study to explore the features of non-formal learning in a formal, Year 12 classroom learning context in an English school. We use our pilot study outcomes to reflect on the utility of our data gathering methods. We also use the study outcomes to update our non-formal learning framework.

In this paper we consider the issue of formality in learning. Both formal and informal learning appear to be well-defined in educational discourse, in contrast with non-formal learning which is less clearly articulated. This lack of clarity around non-formal learning has consequences for its recognition by teachers and learners. To contribute to the conceptualisation of non-formal learning we carried out a literature review that helped us to identify dimensions of learning formality. This framework allowed us to discriminate the ways in which non-formal learning differed or matched with aspects of formal or informal learning. It also suggested to us that formality is fluid, and that learning with different formalities might co-exist in some learning environments. We then used our framework to develop tools for capturing evidence of non-formal learning. We describe these tools and how we used them in a pilot study to explore the features of non-formal learning in a formal, Year 12 classroom learning context in an English school. We use our pilot study outcomes to reflect on the utility of our data gathering methods. We also use the study outcomes to update our non-formal learning framework. [ABSTRACT FROM AUTHOR]

Introduction. Managing the lifelong learning environment requires a certain understanding of the educational needs and demands of learners of different categories. However, there is not enough research devoted to the psychological aspects of non-formal and informal learning of working subjects. The aim of the study is to characterize the main forms of learning, inducing and sustaining motivation, engagement and self-regulation of learning among employed and self-employed individuals. Materials and Methods. The study used the methods of theoretical analysis of the problem, testing and survey with the use of educational experience diagnostics methodology and author's questionnaires based on the Informal Learning Questionnaire and Academic Motivation Scale. The empirical sampling encompassed 295 people, including 143 self-employed and 152 employed. Results. The results showed the diversity of forms of lifelong learning used by employed persons, as well as the polymotivated nature of this activity. It was found that professional and cognitive motives are the most pronounced among the employed and self-employed. Respondents are motivated to learning by the desire for self-improvement, professional development objectives, interest in the subject of training, the need for new knowledge and skills. It is proved that self-employed persons, compared to employed persons, have a higher level of involvement, self-regulation of learning and intrinsic motivation focused on professional and personal growth and diverse interests. Discussion and Conclusion. The results of the study expand scientific ideas about lifelong learning and for the first time demonstrate the specificity of involvement and motivation for learning individuals with different employment status. The materials of the article will be useful for researchers, specialists in human resources development, marketers of the education segment, and developers of additional educational programs.

Since 2004, the Italian Ministry of Education, University and Research (MIUR), the Conference of Science and Technology Headmasters, and Confindustria, have been promoting the National Plan for Scientific Degrees (PLS) aimed at supporting students in acquiring scientific skills better responding to contemporary society challenges and increasing vocations in basic sciences. This paper describes a successful experience of the University of Cagliari together with selected local secondary schools, in which the hot topic of technological waste valorization was selected to create an orientation laboratory for students towards chemistry disciplines. Specifically, students and teachers were guided into the challenging world of e-waste production and treatment through the practical activity of noble metals recovery from real waste ink-jet cartridges. A specific emphasis was placed on fundamental chemical aspects – separation and recovery of metals driven by redox processes favored by a complexing agent – as well as on the chance to play on coordination chemistry to promote a green chemistry approach. The close collaboration between school and university teachers in planning and implementing laboratory activities is the element that characterizes PLS actions and promotes the development and strengthening of relations between secondary school and university courses in science, technology, engineering, and mathematics (STEM).

This qualitative case study aims to examine the role of a non-formal STEM (science, technology, engineering, and mathematics) learning laboratory in supporting the development of teacher identity among pre-service science teachers. With teacher identity impacting the educational responsiveness and resilience of a teacher, it is important to support the professional identity of STEM educators if we are to enhance the quality of STEM education. Data collection occurred in three stages between 2017 and 2024. Qualitative content analysis through an inductive category formation was used for data analysis. The intercoder reliability was checked (Cohen's kappa 0.802). Results suggest that non-formal STEM learning environments can enhance pre-service teachers' professional learning and identity by allowing the autonomous practical application of theory in an authentic collaborative laboratory environment and by strengthening their self-efficacy through positive teaching experiences. Participants reported that such versatile experiences are generally not available during their formal university education. This study offers suggestions for STEM teacher education and insights into ongoing research dialogues about the role of non-formal learning in supporting the learning and identity of STEM teachers. [ABSTRACT FROM AUTHOR]

This research aims to question the effect of adopting non‐formal and informal learning environments into architectural education on the overall learning experiences of architecture students. In this context, a series of out‐of‐school activities organised within the scope of Maltepe University, Faculty of Architecture and Design, which are based on a variety of different non‐formal and informal learning methods, are discussed. Although there are various out‐of‐school activities, the significance of these comprehensive extracurricular activities relies on being an entire student initiative from planning to execution and consisting of symposiums, workshops and organisation processes that bring non‐formal and informal learning experiences together. Unlike most of the research discussing non‐formal/in‐formal activities through final products, our research focuses on the learning experience of the students and the learning process itself. Based on the participant observation method, we gathered data through observing behaviours and interactions, casual conversations, unstructured and informal interviews, and reviews of the participants' studies. The findings revealed the learning acquisitions and benefits that students gained intentionally or unintentionally throughout the process from integrated learning environments, which are required to compete with the complex challenges of architectural education and the profession, as emerging technologies, materials, design trends and societal conditions. This reality forces architectural education programs to embrace and integrate informal and non‐formal learning experiences into their curricula. Flexible learning models need to be designed and adapted to formal education to provide a well‐rounded educational experience for architecture students, emphasising self‐directed learning and practical experience in real‐world contexts. [ABSTRACT FROM AUTHOR]

Massive Open Online Course (MOOC) integration into campus education is rising, in many different forms. When integrating MOOCs, motivation to learn demands consideration as it is related to academic achievement and well-being. Student motivation in formal integrated MOOC learning is understudied. This study aimed to characterize the shape of motivation to learn in integrated MOOC learning. Motivation profiles of undergraduate students that learn in three different MOOC integration designs were explored, as was the distribution of profiles among integration designs. Finally, factors that underpin motivation were compared between integration designs. Six motivation profiles were recovered through a two-step cluster analysis: Self-determined students, highly self-determined students, grade hunters, and teacher trusters who are moderately, highly, or extremely trusting. Proportions of motivation profiles differed significantly between MOOC integration designs, and psychological needs were satisfied and frustrated significantly different between designs. Implications for future MOOC integration research and practice are discussed.

The article is focused on mapping different policies and programs aimed at the elderly population, as well as the incentive for inclusion in these programs. The review of different policies aimed to achieve harmonization and complement the opportunities for the conducting of personal careers, and better quality of life. The consequences of population aging in Bulgarian conditions lead to various changes in the labor market. In this context the policies themselves aim not only to include elderly people in the labor market but also to ensure economic growth, thereby creating the prerequisites for social support and assistance. The overall vision of the article is to provide an overview of the political map in which the various institutional practices stimulate the elderly population to increase their education and qualification as one of the ways of active living. The article uses the results of a representative survey of the 55+ population regarding its participation in various forms of continuing education and qualification. Our understanding is that labor market participation has two important consequences for older people. On the one hand, it is related to the provision of material income and good living conditions, and on the other hand, it has positive consequences affecting the psychological confidence and self-confidence of the elderly that they are useful to society. All this in its entirety shows various aspects related to the quality of life of people in the third age.

This literature review aims to characterise mediation practices in non-formal science education settings (zoos, aquariums, botanical gardens, science centres and museums) based on empirical studies published in the last 15 years and to evaluate their potential in providing visitors with an equitable and inclusive experience, considering their responsiveness. The literature analysis grouped the findings into three mediation models (educator-centred, visitor-centred, and exhibition-centred), characterised by educators' and visitors' roles, visit structures, and mediation actions. The review contributes to identifying mediation processes with flexible structures and interactive and dialogic communication approaches as responsive. Factors related to non-formal settings and educators influencing the educators' mediation model are also discussed. It is hoped that the framework emerging from this literature review will be useful for institutions and educators to evaluate the potential contributions of non-formal settings to science education, recognise the limitations of their mediation processes and commit to inclusion by moving towards a visitor-centred mediation model. [ABSTRACT FROM AUTHOR]

The context of adult and youth education has become more diverse. The COVID-19 pandemic affected changes in practice and had a particular impact on the social positions of educators. This paper presents the findings from qualitative exploratory research that aims to explore and understand the social positions of educators. The paper presents key findings based on research questions: what are the social positions of educators before and during the COVID-19 in Estonia? This research applied the theoretical concept of positioning. Empirical data was collected in two stages using five focus groups and six individual semi-structured interviews with educators from non-formal learning settings. Data was analysed using thematic analysis and portrayal methods. Four positions and four interrelated modes of the social positions of educators were explored. Social positions appeared in educators' values, beliefs, professional activities, dialogue, and reflections. The most valuable position for educators during the COVID-19 pandemic time was the position of being an equal partner which is the main basic interactive positioning mode for developing and maintaining social positions. [ABSTRACT FROM AUTHOR]

In later life, digital support is predominantly received outside of formal education from warm experts such as children, grandchildren, and friends. However, as not everyone can rely on this kind of informal help, many older adults are at risk of being unwillingly left without digital support and necessary digital skills. In this article, we examine non-formal digital support and peer tutoring as a way to promote digital and social inclusion through the acquisition of necessary digital skills. First, we ask: (a) What is peer tutoring, in the field of digital training, from the peer tutors’ point of view? Then, based on the first research question, we further ask (b) what are the key characteristics of peer tutoring in relation to other forms of digital support? Our thematic analysis is based on semi-structured interviews (n = 21) conducted in Central Finland in 2022 with peer tutors aged between 63 and 84. Peer tutors offered individual guidance by appointment and also supported their peers in group-based settings. Based on our study, we argue that from the peer tutors’ point of view, being a peer entails sharing an age group or a similar life situation and provides an opportunity for side-by-side learning. Although every encounter as a peer tutor is different and the spectrum of digital support is wide, these encounters share specific key characteristics, such as the experience of equality between the tutor and the tutee that distinguishes non-formal peer support from formal and informal learning.

The objective of this research is to offer a qualitative analysis of adult STEAM (science, technology, engineering, the arts and mathematics) learning in a community setting, with a focus on sustainability and climate action. To date, much research on STEAM learning has been directed towards youth and children in formal educational settings. Our qualitative study involving semi-structured interviews with community participants, artists, and scientists over the course of a six-month initiative in Ireland allowed us to develop a rich picture of a multi-faceted STEAM project that held space for both a social change agenda and a learning agenda. In our findings, we identified several contributing factors to transformative learning and changed feelings about climate change, including pride of place, the development of strong interpersonal relationships, and an emerging sense of collective agency through a shared emotional and affective journey. To design for meaningful, community-level climate action, we argue that learning may be supported in, with and through STEAM. Our study also showcases the value of the arts and aesthetic experiences to embrace dissensus when tackling a complex issue like climate change through STEAM education. [ABSTRACT FROM AUTHOR]

Education is a central aspect of social movements' ability to build individual and collective participation in political struggle. But, how do these processes of learning and consciousness take place? As Choudry (Choudry, A. 2015. Learning Activism: The intellectual Life of Contemporary Social Movements. University of Toronto Press) argues, it is important to examine the intellectual life of contemporary social movements, their various forms and pedagogies of learning and knowledge production. In this article, we examine the role of 'political education' in the Philadelphia chapter of the Black Lives Matter (BLM) global network. Rather than create educational spaces separate from the movement itself, BLM Philadelphia organisers approach political education as deeply embedded within a radical organising culture that focuses on integrating abolitionist principles within movement activities. Through in-depth interviews with BLM organisers, we find that practices of political education are built into the fibre of organising where activists 'bring in each other's wisdom', cultivating a radical and organic culture of community support and intergenerational knowledge-making. We hope these findings contribute to a more expansive understanding of 'political education' within Black social movements, building on Choudry's call to centre the knowledge production and intellectual biography of contemporary social movements. [ABSTRACT FROM AUTHOR]

Introduction. Currently, the presence of employees with developed basic skills of working with textual and numerical information can no longer explain how effectively a person functions in society and the professional sphere. This is due to the rapid transformation of the innovative economy and the renewal of production technologies and business processes. Therefore, the key basic skills of the adult population have been supplemented with one more cognitive skill – problem solving. Aim. The present research aimed to present a portrait of a person with a developed problem-solving skill on the basis of sociological data, and to identify which types of employee training could most effectively lead to his/her development during participation in educational activities. Materials and methods. The study was based on theoretical methods of literature analysis, which made it possible to describe the categorical field and to systematize existing scientific approaches. The empirical foundation for this research was built on the data of OECD-PIAAC studies in Russia (2013). The study sample consisted of 3,877 people employed in various sectors of economic activity. To process the results obtained, the authors used the methods of mathematical statistics (descriptive statistics, one-factor analysis of variance, regression analysis method). Results. It was discovered that even prolonged employer-provided training does not lead to development of problem-solving skills, but still provides an increase in salary for some workers. Moreover, training which is not directly connected to the professional field and not initiated by the employer would lead to increase in problem-solving skills in a technology-rich environment. In this study, it is debated that the most significant increase in problem solving skills was brought by informal on-the-job training. It was shown that problem-solving skills provide significant increase in labour productivity in the production fields and intellectual labour fields (education and science). At the same time, problem-solving skills barely provide any increase in labour productivity in the routine fields, because such type of jobs does not involve behavioural variability, operational problem solving, and constant cooperation with other people. Scientific novelty. For the first time in the Russian academic literature, the authors conceptualised the concept of problem-solving skills and clarified which types of training significantly increase the contribution to the development of human capital of Russian workers. Based on the results of the study the authors presented a sociological portrait of a Russian worker with a high and low level of problem-solving skills. The revealed patterns allowed the authors to form an idea of the system of organisational conditions of enterprises that ensure maximum involvement of employees in the constant updating of their knowledge and skills, and contribute to the effective use of the problems-solving skill in the process of labour activity. Practical significance. This article might be of interest for the specialists in sphere of adult education and lifelong learning, HR-specialists and small and medium-sized enterprise managers in order to improve the efficiency of the recruitment process and to adopt more efficient employer-provided training systems.

Introduction: The purpose of this paper is to contribute to the international history of community culture and culture-based adult learning through showing the initiatives of a Post-Socialist country through introducing some initiatives from 1950, without claim for completeness. Additions to the History of Community Culture and Culture-based Adult Education and Learning in Hungary.

This paper presents an educational program for children with disabilities implemented in conjunction with a temporary exhibition of visual artists with disabilities in a museum in Greece. Through the description of the exhibition, the design and implementation of the educational program, and the creative activities offered, the authors identify benefits for the children and stress the importance of developing more collaborations between museums, artists with disabilities, and schools to move towards a more inclusive society. [ABSTRACT FROM AUTHOR]

In this study, we examine the association between attending a Non-Formal Learning Center (NLFC) in Sokoto and Bauchi states for at least nine months and reading outcomes for out-of-school children (OOSC) who are mainstreamed into formal schooling by grade 4 (P4). We use Hierarchical Linear Modeling with data from 1,116 pupil Early Grade Reading Assessments (EGRA) and pupil surveys collected by the NEI Plus program. Overall, NFLC-mainstreamed pupils read at the same low levels as their peers who have received formal schooling, despite having had disruptions to their education. Given this evidence, policymakers should consider maintaining the NFLCs to jumpstart OOSC into school. [ABSTRACT FROM AUTHOR]

Artiklis anname ülevaate täiskasvanuandekuse tähendusest mitteformaalõppes. Eesmärk on välja selgitada mõiste sisu ja kirjeldada, kuidas toetatakse täiskasvanu annete arengut ning milliseid võimalusi mitteformaalõpe selleks pakub. Selleks analüüsisime täiskasvanuandekuse avaldumist 64 mitteformaalõppe praktiku kogemustes ja arusaamades, mis olid eelnevalt kogutud 17 fookusrühma intervjuuga. Andmestiku sekundaarses kvalitatiivses sisuanalüüsis selgus, et täiskasvanuandekusest räägitakse peamiselt mõiste kaudsete tähistajate kaudu, tõstes esile inimese isikuomadusi ja võimete elukestvat arengut. Mõiste unikaalseteks tunnusteks on teadlikkus oma andekusest, autonoomsus, professionaliseerumine, annete valdkondlik ülekanne ja enese vastutus ande arengu eest. Mitteformaalõpe on andeid toetav keskkond, kuna on olemuselt paindlik, arvestab muutuva maailma nõudmisi ja võimaldab personaalset lähenemist. Praktikute roll selles keskkonnas on olla märkaja, toetaja ja võimaluste looja. Summary

Copyright of Estonian Journal of Education / Eesti Haridusteaduste Ajakiri is the property of University of Tartu Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In later life, digital support is predominantly received outside of formal education from warm experts such as children, grandchildren, and friends. However, as not everyone can rely on this kind of informal help, many older adults are at risk of being unwillingly left without digital support and necessary digital skills. In this article, we examine non-formal digital support and peer tutoring as a way to promote digital and social inclusion through the acquisition of necessary digital skills. First, we ask: (a) What is peer tutoring, in the field of digital training, from the peer tutors' point of view? Then, based on the first research question, we further ask (b) what are the key characteristics of peer tutoring in relation to other forms of digital support? Our thematic analysis is based on semi-structured interviews (n = 21) conducted in Central Finland in 2022 with peer tutors aged between 63 and 84. Peer tutors offered individual guidance by appointment and also supported their peers in group-based settings. Based on our study, we argue that from the peer tutors' point of view, being a peer entails sharing an age group or a similar life situation and provides an opportunity for side-by-side learning. Although every encounter as a peer tutor is different and the spectrum of digital support is wide, these encounters share specific key characteristics, such as the experience of equality between the tutor and the tutee that distinguishes non-formal peer support from formal and informal learning. [ABSTRACT FROM AUTHOR]

This qualitative case study aims to examine the role of a non-formal STEM (science, technology, engineering, and mathematics) learning laboratory in supporting the development of teacher identity among pre-service science teachers. With teacher identity impacting the educational responsiveness and resilience of a teacher, it is important to support the professional identity of STEM educators if we are to enhance the quality of STEM education. Data collection occurred in three stages between 2017 and 2024. Qualitative content analysis through an inductive category formation was used for data analysis. The intercoder reliability was checked (Cohen’s kappa 0.802). Results suggest that non-formal STEM learning environments can enhance pre-service teachers’ professional learning and identity by allowing the autonomous practical application of theory in an authentic collaborative laboratory environment and by strengthening their self-efficacy through positive teaching experiences. Participants reported that such versatile experiences are generally not available during their formal university education. This study offers suggestions for STEM teacher education and insights into ongoing research dialogues about the role of non-formal learning in supporting the learning and identity of STEM teachers.

A 2012 survey revealed that parents who belong to the economic elite in contemporary Serbian society lost confidence in public education. In order to find a way to improve features of formal education, we created and then analyzed practical classes of non-formal character in archaeology studies at the University of Belgrade. Students learn the skill of making stone tools, reproducing activities that had taken place in both informal and non-formal environments in prehistoric communities of hunters and gatherers. Qualitative research shows students positive attitudes towards such activities of acquiring skills that accompany theoretical classical lectures. In other words, ways of learning before (institutional) education can help overcome obstacles in formal learning. For the first time, an assessment of the archaeology lessons supports strengthening non-formal learning within public higher education.

Bu çalışmada Din Kültürü ve Ahlak Bilgisi dersi öğretmenlerinin sınıf dışı öğrenme ortamlarına yönelik görüşlerini ortaya koymak hedeflenmektedir. Bu amaca uygun düşecek şekilde, çalışmamızda karma yöntem araştırma desenlerinden biri olan yakınsayan paralel desen kullanılmıştır. Bu doğrultuda DKAB öğretmenlerinden anket yoluyla toplanan kapalı uçlu sorularla ilgili veriler SPSS istatistik programı kullanılarak analiz edilmiştir. Açık uçlu sorularla elde edilen veriler ise betimsel analiz yoluyla analiz edilmiştir. Araştırma bulgularına göre, DKAB öğretiminde öğretmenlerin çoğunluğunun sınıf dışı öğrenme ortamlarını kullandıkları tespit edilmiştir. DKAB öğretmenlerinin en çok yaptıkları sınıf dışı etkinlikleri, okul mescidi ziyareti, kandil gecesi etkinlikleri ve okul dışı cami ziyaretidir. Öğretmenler öğrencilerin sınıfta öğrendiklerini gerçek hayatta görmelerini sağlamak, öğrencilerde merak uyandırmak, araştırmaya yöneltmek ve öğrencilerin sosyal ve ahlaki gelişimlerine katkı sağlamak amacıyla sınıf dışı ortamları tercih ettiklerini belirtmişlerdir. Verilen cevaplar, DKAB dersi öğretmenlerinin sınıf dışı ortamları öğretim programındaki amaçlara uygun olarak tercih ettiklerini göstermektedir. Bununla beraber, DKAB öğretmenlerinin sınıf dışı öğretimi planlama, uygulama ve değerlendirmede bazı eksikliklerinin olduğu tespit edilmiştir. Öğretmen ifadelerinden, sınıf dışı öğrenme ortamlarında genellikle öğretmen merkezli öğretim yöntemlerinin uygulandığı anlaşılmaktadır. Sınıf dışı öğrenme ortamlarının kullanımı sırasında meydana gelebilecek bir olumsuzluk durumunda, yöneticilerin öğretmenlerin arkasında durmayacağı endişesi onların sınıf dışı öğrenme ortamlarına öğrenci götürme konusuna olumsuz bakmalarındaki en önemli etken olarak ortaya çıkmaktadır.

Digital literacy education is essential for everyone, including seniors to sustain their quality of life. The Digital Academy for Seniors aims to instill digital skills among seniors through a non-formal learning program. This qualitative research aimed to provide a comprehensive description of how the program can develop digital resilience and improve the quality of life of seniors. This study concluded that the program can improve the knowledge and attitudes of seniors in using digital media safely. Both of these are important assets for seniors to develop their digital resilience so that they can take advantage of digital media to support their higher quality social lives. These new findings are significant because they differ from previous research that focused on the limitations of seniors in using digital media. The program has demonstrated that anyone can learn digital literacy and benefit from it, regardless of perceived limitations. [ABSTRACT FROM AUTHOR]

The article is based on the results of many years of practical experience and presents a working model of interaction in the process of religious education in the third age group in kindergarten and the methodology “philosophy with children” in a pedagogical context. This approach is corresponding with the principles of nonformal learning and the competence approach in education. Examples of activities are presented in which the transition from knowledge acquisition to the development of children's functional literacy is revealed. The use of “philosophy for children” in religious education classes in kindergarten is argued as supporting the process of awareness and acquisition of values and virtues, which are crucial for children's acquisition of cultural, social and emotional competence and for their successful personal and professional expression in democratic society. It is also argued that religious education in preschool is meaningfully and substantively coherent with the current strategic and normative documents on education in Bulgaria. [ABSTRACT FROM AUTHOR]

Copyright of Turkey Journal of Theological Studies is the property of Turkey Journal of Theological Studies and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Pedagogy Studies / Pedagogika is the property of Vytautas Magnus University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

As research into online informal language learning (OILL) develops as a field, the impact on such practices for a wide variety of contexts can be considered. In the case of this publication, the study abroad (SA) context is of particular interest. Indeed the study abroad student may interact with a range of online learning resources in formal, non-formal and informal contexts before during and after mobility. This review article looks at both Online Informal Language Learning and non-formal learning activities relevant to SA, with particular focus on the Erasmus + online learning support (OLS) platform and popular commercial non-formal learning apps such as Duolingo and Busuu. Such informal and non-formal learning activities also interact with formal language learning offered to SA students, some of which may also take place online. Formal, non-formal and informal learning can therefore be seen to constitute a personal learning environment (PLE) which is specific to each learner. Complex systems views of language learning, including usage based approaches and cognitive grammar, form a useful theoretical framework for understanding how second language (L2) skills may develop as learners are exposed to frequently occurring prototypes in salient contexts in input. While it is now widely accepted that such exposure has a significant impact on comprehension levels, research continues into individual differences between learners in terms of exposure time and cognitive, affective and linguistic engagement with the target materials. Data will be presented indicating that while formal and non-formal learning activities involve exposure times which are often insufficient for significant language development when taken in isolation, informal learning activities offer exposure times and forms of engagement which support language development for many learners. Issues surrounding the assessment and certification of linguistic skills gained outside the classroom are addressed in conclusion. [ABSTRACT FROM AUTHOR]

The shift to distance learning in foreign languages teaching has further emphasized the need for communication and interaction set in a context close to authentic experience. The starting point of the research was the assumption that a new classroom practice developed during the pandemic - the "language space bridge" - contributes to the development of language education and influences the improvement of intercultural competence. This article is based on a study of the "language space bridge", a non-institutional educational platform running between 2020 and 2022 and set up by an international team of foreign language teachers collaborating under an Erasmus+ project. The article discusses theoretical aspects of intercultural communication and forms of training. A description of the research process is followed by the presentation of the didactic process itself. Having conducted an in-depth analysis of the evaluation questionnaires completed by the students and teachers, the authors conclude that the new educational platform might be a way to improve intercultural competence for both students and teachers. [ABSTRACT FROM AUTHOR]

Copyright of Firat University Faculty of Theology / Fırat Üniversitesi İlahiyat Fakültesi Dergisi is the property of Firat University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The purpose of this study was to provide an online astronomy activity using the Stellarium program as a virtual planetarium. The implementation was conducted with 30 preservice primary school teachers (PPTs) who participated in a non-formal workshop that included interactive, technology-based astronomy practices embedded with the R elate, E ngage, A pplying, C ooperating, T ransferring strategy. The activity featured in the implementation covers the zodiac constellations and common related misconceptions, the duration of the Sun in the constellations, and the concepts of astronomy, astrology, and star clusters. At the end of the implementation, an online-survey was conducted to elicit feedback from the PPTs. According to the results of this study, PPTs enjoyed using Stellarium as a virtual planetarium. The PPTs were aware of certain astronomical concepts and misconceptions, stated that the activity content related to daily life, and that they gained skills related to astronomy teaching. The PPTs reported being satisfied with working in groups, and actively communicating actively with their peers. They suggested adding mythological stories while teaching the constellations. In addition, they proposed increased preliminary preparation and practice prior to the activity so as to gain basic pre-skills in using a virtual environment. [ABSTRACT FROM AUTHOR]