The study examines how reinforcement strategies affect self-regulated learning among adults entering lifelong education programs. The paper provides a conceptual and philosophical introduction to adult education, the importance of self-directed learning in adult education, and how it facilitates autonomy and lifelong learning. The review of relevant literature examines the existing empirical evidence on the use of reinforcement to improve the self-regulation of adult learners. In addition, a theoretical map is created to demonstrate the relationship that exists between reinforcement and self-regulated learning. There are recommendations for practical reinforcement-believing strategies to improve the self-regulatory abilities of adult learners. Policy implications and recommendations for educators, curriculum developers, and policymakers are presented at the end of the article to bring about effective, sustainable, and learner-centered adult education. The present work fills a gap in the discussion of the process engagement in lifelong learning improvement, focusing on specific vulnerability measures at the motivational and instructional levels. Keywords: Reinforcement strategies, Self-regulated learning, Adult education, Lifelong learning, Self-directed learning
This study investigates the effect of collaborative practice on Iranian EFL learners' reading comprehension. Reading comprehension is a crucial skill for language learners, yet many Iranian students struggle with understanding texts effectively. Collaborative practice, an approach based on social interaction and cooperative learning, has been proposed as an effective strategy to enhance comprehension. This quasi-experimental study involved 78 Iranian high school students from Shahid Bahonar High School in Khaje, East Azarbaijan, Iran. Participants were divided into an experimental group, which received collaborative reading instruction, and a control group, which followed traditional reading instruction. Pre-test and post-test scores were analyzed using independent samples t-tests. The findings indicate that the experimental group outperformed the control group in reading comprehension, suggesting that collaborative practice significantly enhances learners' ability to understand and interpret English texts. The study provides pedagogical implications for EFL instructors seeking to incorporate collaborative learning into their reading instruction. Keywords: Collaborative practice, reading comprehension, Iranian EFL learners, cooperative learning, language acquisition
The Intercultural Language Teaching Approach has been widely recognized for fostering learners’ Intercultural Communicative Competence in foreign language classrooms. Despite its growing prominence, existing research remains strongly anchored in the native speaker paradigm, predominantly emphasizing native cultural content. This orientation reveals a critical gap, as it overlooks the implications of English functioning as an English as a Lingua Franca and limits understanding of whether engagement with non-native cultures can similarly promote intercultural development. Addressing this gap, the present study investigates the comparative effectiveness of native and non-native cultural orientations within intercultural language teaching. An experimental design was implemented through a ten-session instructional treatment involving 99 EFL learners. Data were analyzed to compare intercultural competence outcomes across instructional models. The findings indicate that intercultural language teaching significantly enhances learners’ intercultural communicative competence in comparison with communicative language teaching. Moreover, both native and non-native cultural models demonstrated comparable effectiveness. These results challenge the presumed centrality of the native speaker model and suggest greater pedagogical flexibility in intercultural language instruction. Keywords: Communicative language teaching; English as a Lingua Franca; intercultural communicative competence; intercultural language teaching; native speaker model.
As an experiential model of civic learning, Project Citizen represents a contemporary approach to strengthening democratic citizenship. Despite its emphasis on participatory engagement, limited research has examined how pre-service teachers experience and interpret this model within higher education contexts, particularly in online settings. Addressing this gap, the present study explores participants’ experiences, perceptions, and recommendations regarding the implementation of Project Citizen. Employing a qualitative case study design, data were collected from 70 pre-service teachers enrolled in a Human Rights and Citizenship Education course through reflective responses to open-ended questions. Content analysis was conducted using MaxQDA qualitative data analysis software. The findings indicate that participation in the project fostered personal growth, enhanced social awareness, and strengthened collaboration skills. Participants reported a strong sense of achievement grounded in collective reasoning and group solidarity, while identifying challenges related to engagement with public policy processes and bureaucratic structures. The study concludes that Project Citizen effectively activates the experiential, critical, and participatory dimensions of civic education, contributing significantly to the pedagogical and social competencies of future educators. Keywords: civic education; democratic participation; experiential learning; pre-service teachers; Project Citizen.
The aim of this study is to examine the effectiveness of online (distance) education in higher education through a holistic perspective based on student satisfaction and faculty members’ views. A mixed-methods approach was employed, adopting an explanatory sequential design. Quantitative data were collected through the Distance Education Satisfaction Questionnaire administered to university students, while qualitative data were obtained via semi-structured interviews conducted with faculty members. Descriptive statistics, correlation analysis, independent samples t-test, and one-way analysis of variance (ANOVA) were used to analyze the quantitative data, whereas qualitative data were analyzed using descriptive analysis. The findings revealed that students reported a high level of satisfaction with the technical infrastructure and system operation of distance education; however, the pedagogical effectiveness of online education was perceived to be lower compared to face-to-face education. Analyses based on gender indicated that male students demonstrated significantly higher satisfaction levels with distance education than female students. In terms of age, the results showed that adaptability to and satisfaction with online education increased as age increased, with students aged 26 and above perceiving online education as more effective. Satisfaction with technical infrastructure did not show a significant difference based on gender or age. Qualitative findings indicated that faculty members’ technological, pedagogical, and communication competencies play a decisive role in learning effectiveness and student motivation. Overall, the results suggest that while technical infrastructure is necessary, it is not sufficient on its own; interaction, pedagogical design, and faculty competencies are the key determinants of student satisfaction in distance education. Keywords: Distance education, online learning, student satisfaction, faculty members’ views, digitalization in higher education, mixed methods
