This study examines research trends and thematic developments in adult education (AE) from 2000 to 2023 using bibliometric analysis and topic modeling. A corpus of 3,248 peer-reviewed articles from eight comprehensive, high-impact AE journals was analyzed to delineate publication output, cross-national collaboration, authorship dynamics, and principal research foci. The findings indicate that the AE field has seen continuous expansion and heightened scholarly engagement, supported by enduring theoretical foundations. Keyword co-occurrence network analysis revealed three major domains: (a) Lifelong Learning and Adult Development , (b) Continuing Higher Education , and (c) Adult Learning and Workforce Development . Topic modeling identified 15 latent topics distributed across four broader thematic clusters: (a) Foundations of Adult Education , (b) Quality, Equity, and Inclusion in Continuing Education , (c) Work-related Learning and Workforce Development , and (d) Lifelong Learning and Social Justice . Additionally, the analysis distinguished emerging and less prominent topics. We discussed academic and practical implications for AE scholarship.
Based on a year-long ethnographic study of the South Korean labor movement, this research examines how a labor union effectively implemented popular education to regenerate workers’ education at the grassroots level. The specific case is the Grassroots Learning Program (GLP), a popular education initiative launched by the Korean Public & Social Services and Transport Workers’ Union (KPTU) in 2020. By analyzing the GLP, where both learners and educators at the grassroots level experienced deep engagement in educational activities and union activism, I argue that popular education in social movements is a set of organizational practices that extend beyond classroom pedagogy. Specifically, the GLP translated the ontological, epistemological, methodological, and ethico-political principles of popular education into concrete organizational practices: training rank-and-file workers as educators; organizing praxis for and through education; coordinating dialogical activity grounded in camaraderie; and developing a deliberative curriculum for the emancipatory process.
This study examines how learning technologies shape faculty members’ experiences of professional development. Using a qualitative design, semi-structured interviews were conducted with 62 faculty members from 13 universities. Data was analyzed through deductive thematic analysis supported by NVivo 12. Three technology categories drawn from the literature—adaptive learning systems, ubiquitous learning environments, and interactive digital content—served as analytic lenses for examining faculty experiences. Participants reported that adaptive systems supported personalized learning pathways and helped structure self-directed professional learning. Ubiquitous learning environments expanded access by enabling learning across locations and times, allowing faculty to integrate development activities into their professional routines. Interactive digital content, including simulations and collaborative platforms, enhanced engagement and peer learning. However, participants also noted tensions related to workload expectations, algorithmic limitations, and technological infrastructure. Overall, the findings suggest that learning technologies reshape how faculty access and experience professional learning.
This study sheds light on understanding the role of public pedagogy in practice. Using a case study approach, we used field notes and photographs as well as archival and media materials to address the question: How does The Rock at the University of Connecticut contribute to public pedagogy for the UConn community? We found that although The Rock serves as a community billboard (e.g., promoting school spirit and celebrating special days), it serves a more crucial role as critical pedagogy that raises political consciousness. Moreover, it is a form of visual and spatial pedagogy that reflects activism intervention, power dynamics, and symbolic learning. The study highlights how sites like The Rock facilitate public adult learning and have potential for developing critical capabilities and promoting public engagement as well as raising questions about the relationship between public pedagogy and university governance.
This article reviews the existing literature on disability in adult education, highlighting key findings and identifying gaps that warrant further research. We conducted a literature review of all published research articles on disability in three flagship journals within the North American adult education research community: Adult Education Quarterly (AEQ), Adult Learning (AL), and the Journal of Transformative Education (JTED). The findings, based on the content analysis of 15 selected articles, reveal a still minimal but growing interest in disability research within adult education, alongside some methodological and theoretical gaps. By advocating for methodological diversity and greater use of adult learning theories—especially in lifelong and informal learning contexts—this study provides a roadmap for future scholarship aimed at comprehensively addressing the learning experiences of adult learners with disabilities. Implications for adult education research and practice will be provided.
