Pub Date : 2024-06-14DOI: 10.3384/rela.2000-7426.5009
Kamila Szyszka
The objective of this paper is to highlight the potential contributions of the post-critical perspective to social movement learning (SML). To achieve this aim, the study employs a thematic analysis of findings derived from a systematic literature review on deconsumption (an umbrella term understood as rejection of consumerism together with materialistic values prevalent in the Western consumer societies, encompassing movements such as voluntary simplicity, freeganism etc.). Identified themes are presented within the framework of post-critical pedagogy and analysed through its lens. This approach allows the researcher to demonstrate the implications and insights of the post-critical perspective in SML and adult education. This article argues that integrating the post-critical perspective into SML can yield a novel understanding of pertinent issues within this subfield. Such an application not only broadens the scope of adult education but also expands post-critical pedagogy itself.
{"title":"Post-critical perspectives in Social Movement Learning","authors":"Kamila Szyszka","doi":"10.3384/rela.2000-7426.5009","DOIUrl":"https://doi.org/10.3384/rela.2000-7426.5009","url":null,"abstract":"The objective of this paper is to highlight the potential contributions of the post-critical perspective to social movement learning (SML). To achieve this aim, the study employs a thematic analysis of findings derived from a systematic literature review on deconsumption (an umbrella term understood as rejection of consumerism together with materialistic values prevalent in the Western consumer societies, encompassing movements such as voluntary simplicity, freeganism etc.). Identified themes are presented within the framework of post-critical pedagogy and analysed through its lens. This approach allows the researcher to demonstrate the implications and insights of the post-critical perspective in SML and adult education. This article argues that integrating the post-critical perspective into SML can yield a novel understanding of pertinent issues within this subfield. Such an application not only broadens the scope of adult education but also expands post-critical pedagogy itself.","PeriodicalId":43613,"journal":{"name":"European Journal for Research on the Education and Learning of Adults","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2024-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141343093","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-14DOI: 10.3384/rela.2000-7426.4949
Annika Pastuhov
This study investigates the purposes and corresponding preconditions of member education practices in three Finnish political parties using the theory of practice architectures. To accomplish this, it examines the educational endeavours of three Finnish parliamentary parties—namely, the Centre Party of Finland (Suomen Keskusta), the National Coalition Party (Kansallinen Kokoomus) and the Social Democratic Party of Finland (Suomen sosiaalidemokraattinen puolue). The study draws on the theory of practice architectures, which provides a framework for examining the arrangements comprising the preconditions underlying practices—that is, purposeful endeavours based on established human courses of action. The research questions addressed in this study are as follows. What are the main purposes of education within the studied political parties? What preconditions enable or constrain the educational practices related to those purposes? The findings reveal that the Centre Party of Finland aims to foster expertise among its entire membership in a consistent and impactful manner, emphasising educational planning and supporting political ambition. Moreover, the National Coalition Party’s political education aims to foster members’ expertise and success, as supported by individualisation, while the Social Democratic Party of Finland’s party-political education focuses on engaging members and renewing the party, which are pursued through offering open educational opportunities and considering both local preconditions and historical knowledge. In conclusion, the identified purposes seek a balance between ensuring equality and supporting hierarchy among the party membership, while the identified preconditions indicate understandings of the political party as either a collective actor or an arena in which individual political actors operate.
{"title":"Member education in three Finnish parliamentary parties","authors":"Annika Pastuhov","doi":"10.3384/rela.2000-7426.4949","DOIUrl":"https://doi.org/10.3384/rela.2000-7426.4949","url":null,"abstract":"This study investigates the purposes and corresponding preconditions of member education practices in three Finnish political parties using the theory of practice architectures. To accomplish this, it examines the educational endeavours of three Finnish parliamentary parties—namely, the Centre Party of Finland (Suomen Keskusta), the National Coalition Party (Kansallinen Kokoomus) and the Social Democratic Party of Finland (Suomen sosiaalidemokraattinen puolue). The study draws on the theory of practice architectures, which provides a framework for examining the arrangements comprising the preconditions underlying practices—that is, purposeful endeavours based on established human courses of action. The research questions addressed in this study are as follows. What are the main purposes of education within the studied political parties? What preconditions enable or constrain the educational practices related to those purposes? The findings reveal that the Centre Party of Finland aims to foster expertise among its entire membership in a consistent and impactful manner, emphasising educational planning and supporting political ambition. Moreover, the National Coalition Party’s political education aims to foster members’ expertise and success, as supported by individualisation, while the Social Democratic Party of Finland’s party-political education focuses on engaging members and renewing the party, which are pursued through offering open educational opportunities and considering both local preconditions and historical knowledge. In conclusion, the identified purposes seek a balance between ensuring equality and supporting hierarchy among the party membership, while the identified preconditions indicate understandings of the political party as either a collective actor or an arena in which individual political actors operate.","PeriodicalId":43613,"journal":{"name":"European Journal for Research on the Education and Learning of Adults","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2024-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141344569","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-03DOI: 10.3384/rela.2000-7426.4433
Petya Ilieva-Trichkova, P. Boyadjieva
The article uses insights from the capability approach as a theoretical framework. It investigates the potential of higher education to provide fertile advantages regarding young adults’ participation in nonformal education and whether this potential is bounded by people’s individual characteristics and the wider social context in which they live. Applying descriptive statistics and multilevel modelling, we conducted a secondary data analysis of the Adult Education Survey for 29 European countries. The findings go beyond previous research by clearly demonstrating that the fertile advantages of higher education regarding participation in adult nonformal education are not absolute and straightforward. They are bounded not only by certain important individual characteristics (such as individuals’ social background and household income) but are also context-dependent. More concretely, they differ among countries and depend on various country-level factors, such as level of innovation and economic growth.
{"title":"Bounded advantages of higher education regarding young adults’ participation in nonformal education","authors":"Petya Ilieva-Trichkova, P. Boyadjieva","doi":"10.3384/rela.2000-7426.4433","DOIUrl":"https://doi.org/10.3384/rela.2000-7426.4433","url":null,"abstract":"The article uses insights from the capability approach as a theoretical framework. It investigates the potential of higher education to provide fertile advantages regarding young adults’ participation in nonformal education and whether this potential is bounded by people’s individual characteristics and the wider social context in which they live. Applying descriptive statistics and multilevel modelling, we conducted a secondary data analysis of the Adult Education Survey for 29 European countries. The findings go beyond previous research by clearly demonstrating that the fertile advantages of higher education regarding participation in adult nonformal education are not absolute and straightforward. They are bounded not only by certain important individual characteristics (such as individuals’ social background and household income) but are also context-dependent. More concretely, they differ among countries and depend on various country-level factors, such as level of innovation and economic growth.","PeriodicalId":43613,"journal":{"name":"European Journal for Research on the Education and Learning of Adults","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2024-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141015676","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-21DOI: 10.3384/rela.2000-7426.4833
Niamh O’Meara, Kathy O'Sullivan, K. Hoogland, Javier Diez-Palomer
Numeracy is a critical competency needed by adults to navigate their way through tasks in their personal and professional lives. Hence, it is critical that efforts are made to identify and address challenges that prevent adults from developing the numeracy skills needed to engage in society. In this research we identify the challenges facing adult numeracy eduction across Europe. A survey, which sought to investigate the main challenges faced by adult educators and policy-makers when delivering numeracy programmes, was distributed to leading figures in adult numeracy education in EU states. Twelve countries responded and challenges identified related to the lack of a standardised definition of numeracy, the lack of a standardised framework to support adult numeracy education and the need for professional development for adult numeracy tutors. In this paper we look at how these challenges manifest themselves in different jurisdictions and offer suggestions for overcoming these challenges in future.
{"title":"European Study investigating Adult Numeracy Education","authors":"Niamh O’Meara, Kathy O'Sullivan, K. Hoogland, Javier Diez-Palomer","doi":"10.3384/rela.2000-7426.4833","DOIUrl":"https://doi.org/10.3384/rela.2000-7426.4833","url":null,"abstract":"Numeracy is a critical competency needed by adults to navigate their way through tasks in their personal and professional lives. Hence, it is critical that efforts are made to identify and address challenges that prevent adults from developing the numeracy skills needed to engage in society. In this research we identify the challenges facing adult numeracy eduction across Europe. A survey, which sought to investigate the main challenges faced by adult educators and policy-makers when delivering numeracy programmes, was distributed to leading figures in adult numeracy education in EU states. Twelve countries responded and challenges identified related to the lack of a standardised definition of numeracy, the lack of a standardised framework to support adult numeracy education and the need for professional development for adult numeracy tutors. In this paper we look at how these challenges manifest themselves in different jurisdictions and offer suggestions for overcoming these challenges in future.","PeriodicalId":43613,"journal":{"name":"European Journal for Research on the Education and Learning of Adults","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2024-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140221989","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-13DOI: 10.3384/rela.2000-7426.4778
Catarina Doutor, Natália Alves
Accessing higher education is a biographical learning experience for all students, which can promote transformations in individuals’ identities. This article aims to investigate the implications of biographical learning experiences on the students’ identities. We will explore African students’ biographical learning experiences in Portuguese higher education and how they shaped their identities. Biographical learning and identity theoretical perspectives were adopted. This is a qualitative study that used biographical interviews with 22 African students enrolling at Portuguese higher education. The content analysis carried out has been organized into 2 themes: biographical learning experiences and identity transformations. The results of the study show that African students gained new knowledge and skills and became more independent and autonomous. They develop their self-confidence and open-mindedness through a new way of seeing the world. Thus, African students’ experiences in higher education contributed to the formation and transformation of their identity.
{"title":"'I feel different…'","authors":"Catarina Doutor, Natália Alves","doi":"10.3384/rela.2000-7426.4778","DOIUrl":"https://doi.org/10.3384/rela.2000-7426.4778","url":null,"abstract":"Accessing higher education is a biographical learning experience for all students, which can promote transformations in individuals’ identities. This article aims to investigate the implications of biographical learning experiences on the students’ identities. We will explore African students’ biographical learning experiences in Portuguese higher education and how they shaped their identities. Biographical learning and identity theoretical perspectives were adopted. This is a qualitative study that used biographical interviews with 22 African students enrolling at Portuguese higher education. The content analysis carried out has been organized into 2 themes: biographical learning experiences and identity transformations. The results of the study show that African students gained new knowledge and skills and became more independent and autonomous. They develop their self-confidence and open-mindedness through a new way of seeing the world. Thus, African students’ experiences in higher education contributed to the formation and transformation of their identity.","PeriodicalId":43613,"journal":{"name":"European Journal for Research on the Education and Learning of Adults","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2024-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139780901","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-13DOI: 10.3384/rela.2000-7426.4778
Catarina Doutor, Natália Alves
Accessing higher education is a biographical learning experience for all students, which can promote transformations in individuals’ identities. This article aims to investigate the implications of biographical learning experiences on the students’ identities. We will explore African students’ biographical learning experiences in Portuguese higher education and how they shaped their identities. Biographical learning and identity theoretical perspectives were adopted. This is a qualitative study that used biographical interviews with 22 African students enrolling at Portuguese higher education. The content analysis carried out has been organized into 2 themes: biographical learning experiences and identity transformations. The results of the study show that African students gained new knowledge and skills and became more independent and autonomous. They develop their self-confidence and open-mindedness through a new way of seeing the world. Thus, African students’ experiences in higher education contributed to the formation and transformation of their identity.
{"title":"'I feel different…'","authors":"Catarina Doutor, Natália Alves","doi":"10.3384/rela.2000-7426.4778","DOIUrl":"https://doi.org/10.3384/rela.2000-7426.4778","url":null,"abstract":"Accessing higher education is a biographical learning experience for all students, which can promote transformations in individuals’ identities. This article aims to investigate the implications of biographical learning experiences on the students’ identities. We will explore African students’ biographical learning experiences in Portuguese higher education and how they shaped their identities. Biographical learning and identity theoretical perspectives were adopted. This is a qualitative study that used biographical interviews with 22 African students enrolling at Portuguese higher education. The content analysis carried out has been organized into 2 themes: biographical learning experiences and identity transformations. The results of the study show that African students gained new knowledge and skills and became more independent and autonomous. They develop their self-confidence and open-mindedness through a new way of seeing the world. Thus, African students’ experiences in higher education contributed to the formation and transformation of their identity.","PeriodicalId":43613,"journal":{"name":"European Journal for Research on the Education and Learning of Adults","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2024-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139840781","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-13DOI: 10.3384/rela.2000-7426.4841
Ted Fleming
Two research projects undertaken ten years ago explored the experiences of mature students’ access, progression and drop-out in higher education, relying on Habermas and Honneth for sensitizing concepts. This paper explores the implications of undertaking this research today adopting a different set of sensitizing concepts and in the process transforming the identity of the researcher. To this end, this paper moves beyond Habermas and Honneth to the critical theory of Negt and Kluge as a source of new sensitizing concepts informing a reimagined researcher and research project. Their work on experience, its dialectic nature, imploitation, obstinacy – as an alternative to resilience – and a sociological imagination are explored in order to identify possible new sensitizing concepts for researching adults returning to higher education. Implications for transformative adult education will be identified.
{"title":"Transformative Learning Transforming Research","authors":"Ted Fleming","doi":"10.3384/rela.2000-7426.4841","DOIUrl":"https://doi.org/10.3384/rela.2000-7426.4841","url":null,"abstract":"Two research projects undertaken ten years ago explored the experiences of mature students’ access, progression and drop-out in higher education, relying on Habermas and Honneth for sensitizing concepts. This paper explores the implications of undertaking this research today adopting a different set of sensitizing concepts and in the process transforming the identity of the researcher. To this end, this paper moves beyond Habermas and Honneth to the critical theory of Negt and Kluge as a source of new sensitizing concepts informing a reimagined researcher and research project. Their work on experience, its dialectic nature, imploitation, obstinacy – as an alternative to resilience – and a sociological imagination are explored in order to identify possible new sensitizing concepts for researching adults returning to higher education. Implications for transformative adult education will be identified.","PeriodicalId":43613,"journal":{"name":"European Journal for Research on the Education and Learning of Adults","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2024-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139779847","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-13DOI: 10.3384/rela.2000-7426.4862
José Pedro Amorim, Felismina Viterbo
With this text, we try to understand if – and if so, how – mature students are represented by and in the governing bodies of higher education institutions. With a theoretical framework that values above all the institutional dimension, we carried out thirteen semi-structured interviews with students and faculty members who are part of the various governing bodies with student representation of a Portuguese higher education institution. The data show that (i) the functioning of these bodies tends to be known only by the students who participate in them, (ii) the bodies usually react to, rather than prevent, the problems that arise, (iii) mature students are perceived as a source of ‘difficulties’ and ‘needs’, and (iv) student representation in governing bodies does not seem to fairly and equitably represent all students, and some specificities of mature students (among other underrepresented groups) seem to be made invisible.
{"title":"The representation of mature students in governing bodies of a Portuguese university","authors":"José Pedro Amorim, Felismina Viterbo","doi":"10.3384/rela.2000-7426.4862","DOIUrl":"https://doi.org/10.3384/rela.2000-7426.4862","url":null,"abstract":"With this text, we try to understand if – and if so, how – mature students are represented by and in the governing bodies of higher education institutions. With a theoretical framework that values above all the institutional dimension, we carried out thirteen semi-structured interviews with students and faculty members who are part of the various governing bodies with student representation of a Portuguese higher education institution. The data show that (i) the functioning of these bodies tends to be known only by the students who participate in them, (ii) the bodies usually react to, rather than prevent, the problems that arise, (iii) mature students are perceived as a source of ‘difficulties’ and ‘needs’, and (iv) student representation in governing bodies does not seem to fairly and equitably represent all students, and some specificities of mature students (among other underrepresented groups) seem to be made invisible.","PeriodicalId":43613,"journal":{"name":"European Journal for Research on the Education and Learning of Adults","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2024-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139779955","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-13DOI: 10.3384/rela.2000-7426.4862
José Pedro Amorim, Felismina Viterbo
With this text, we try to understand if – and if so, how – mature students are represented by and in the governing bodies of higher education institutions. With a theoretical framework that values above all the institutional dimension, we carried out thirteen semi-structured interviews with students and faculty members who are part of the various governing bodies with student representation of a Portuguese higher education institution. The data show that (i) the functioning of these bodies tends to be known only by the students who participate in them, (ii) the bodies usually react to, rather than prevent, the problems that arise, (iii) mature students are perceived as a source of ‘difficulties’ and ‘needs’, and (iv) student representation in governing bodies does not seem to fairly and equitably represent all students, and some specificities of mature students (among other underrepresented groups) seem to be made invisible.
{"title":"The representation of mature students in governing bodies of a Portuguese university","authors":"José Pedro Amorim, Felismina Viterbo","doi":"10.3384/rela.2000-7426.4862","DOIUrl":"https://doi.org/10.3384/rela.2000-7426.4862","url":null,"abstract":"With this text, we try to understand if – and if so, how – mature students are represented by and in the governing bodies of higher education institutions. With a theoretical framework that values above all the institutional dimension, we carried out thirteen semi-structured interviews with students and faculty members who are part of the various governing bodies with student representation of a Portuguese higher education institution. The data show that (i) the functioning of these bodies tends to be known only by the students who participate in them, (ii) the bodies usually react to, rather than prevent, the problems that arise, (iii) mature students are perceived as a source of ‘difficulties’ and ‘needs’, and (iv) student representation in governing bodies does not seem to fairly and equitably represent all students, and some specificities of mature students (among other underrepresented groups) seem to be made invisible.","PeriodicalId":43613,"journal":{"name":"European Journal for Research on the Education and Learning of Adults","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2024-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139839723","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-13DOI: 10.3384/rela.2000-7426.4844
José González-Monteagudo, Teresa Padilla-Carmona, María A. Tenorio-Rodríguez
This paper investigates the characteristics and both material and emotional costs of upward social mobility through university education in Spain and the Dominican Republic. A comparative qualitative study has been carried out, based on biographical-narrative interviews, with a sample of 6 Dominican students and 9 Spanish students coming from an economically disadvantaged background. The results show the social mobility experiences and expectations of the participants and their families, with different nuances in the two contexts. The need to combine study with work is one of the main costs of university. The primary coping strategy in both countries is material and symbolic family support, but additional coping mechanisms to persist in studies are also evident. The conclusions highlight both the perspectives developed by the participants and the critical role of structural dimensions (social background, national context, recent history, economy, social values, culture, religious beliefs) in understanding their experiences in the university context.
{"title":"Perspectives, aspirations and perceived support students with low economic and cultural capital in the university in Spain and Dominican Republic","authors":"José González-Monteagudo, Teresa Padilla-Carmona, María A. Tenorio-Rodríguez","doi":"10.3384/rela.2000-7426.4844","DOIUrl":"https://doi.org/10.3384/rela.2000-7426.4844","url":null,"abstract":"This paper investigates the characteristics and both material and emotional costs of upward social mobility through university education in Spain and the Dominican Republic. A comparative qualitative study has been carried out, based on biographical-narrative interviews, with a sample of 6 Dominican students and 9 Spanish students coming from an economically disadvantaged background. The results show the social mobility experiences and expectations of the participants and their families, with different nuances in the two contexts. The need to combine study with work is one of the main costs of university. The primary coping strategy in both countries is material and symbolic family support, but additional coping mechanisms to persist in studies are also evident. The conclusions highlight both the perspectives developed by the participants and the critical role of structural dimensions (social background, national context, recent history, economy, social values, culture, religious beliefs) in understanding their experiences in the university context.","PeriodicalId":43613,"journal":{"name":"European Journal for Research on the Education and Learning of Adults","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2024-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139841353","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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