The International Journal of Lifelong Education provides a forum for debate on the principles and practice of lifelong, adult, continuing, recurrent and initial education and learning, whether in formal, institutional or informal settings. Common themes include social purpose in lifelong education, and sociological, policy and political studies of lifelong education. The journal recognises that research into lifelong learning needs to focus on the relationships between schooling, later learning, active citizenship and personal fulfilment, as well as the relationship between schooling, employability and economic development.

The International Journal of Lifelong Education serves as a platform for discussion on the principles and practices of lifelong, adult, continuing, recurrent, and initial education and learning, whether in formal institutional settings or informal environments. Common themes include the social purpose of lifelong education, along with sociological, policy, and political studies related to lifelong education. The journal acknowledges that research into lifelong learning must focus on the relationships between schooling, subsequent learning, active citizenship, and personal fulfillment, as well as the connections between schooling, employability, and economic development.

《国际终身教育期刊》为终身教育、成人教育、继续教育、再教育和初始教育及学习的原则与实践提供了一个辩论的平台，无论是在正式的机构环境还是非正式的环境中。期刊的共同主题包括终身教育的社会目的，以及终身教育的社会学、政策和政治研究。期刊认识到，终身学习的研究需要关注学校教育、后续学习、积极公民身份和个人实现之间的关系，以及学校教育、就业能力和经济发展之间的关系。

International Journal of Lifelong Education

Previous studies have demonstrated that there is a positive relationship between learning activities and health in general and that learning has a positive impact on the psychological, mental and social aspects of health. Despite this, there are still unanswered questions about the relationship between and the concepts of health and learning. The aim of this review has been to map and synthesise research on the relationship between learning and health for older adults in organised or institutionalised education using a conceptual analysis model. The results demonstrate that intrinsic values like learning for its own sake and the joy of learning are emphasised. Moreover, individual factors of health are emphasised and several different concepts are used to explain health. In the final synthesis, four logics are identified concerning the relationship between learning and health: Learning as Quality of Life, Learning as Social Networks, Learning as a Means for Coping and Learning as a Means for Reducing Risk. In conclusion, there is a need for a more in-depth understanding of the ontological and epistemological grounds for learning and health in the field in order to strengthen the cumulative knowledge production about the relationship between older adults learning and health.

Magnus Schoultz

Johan Öhman

Mikael Quennerstedt

A review of research on the relationship between learning and health for older adults

老年人学习与健康关系研究的综述

With 500,000 participants, study centres are the second largest liberal adult education organisation in Finland. In this study, we analysed how study centres' course provision matches the policy objectives defined in the Finnish law on liberal adult education (lifelong learning, well-being, active citizenship, democracy, and civil society). Programme analysis was used to analyse the course provision (n = 77,655 courses) between 2016 and 2021. We identified 43 course types and six course categories. Most of the courses fulfilled the policy objectives set for study centres. The largest single course category was Personal Growth (39.6%), which comprised liberal arts courses that promoted lifelong learning and well-being. Active citizenship, democracy, and civil society were supported by two course categories: Citizenship & Associations (29.9%) and Social & Community Support (11.1%), which accounted for 41.0% of the provided courses. Our results showed the central role of study centres as the main organisers of citizenship and community education in Finland. This study is the first to provide a detailed description of course provision at Finnish study centres. It also revealed that official statistics do not accurately portray the diverse course provision at study centres because they are based on course topics aligned with formal education.

Jyri Manninen

Kukka-Maaria Vuorikoski

Policy vs. practice. An analysis of the course provision of Finnish study centres between 2016 and 2021

政策与实践：2016年至2021年芬兰学习中心课程设置分析

João Filipe Lacerda Matos

Vitor Hugo Silva

Paulo Silvestre

António Manuel Gouveia Pinto

Life satisfaction and lifelong learning: the role of intrinsic motivation and adaptation of the MSSP lifelong learning scale

生活满意度与终身学习：内在动机的作用及MSSP终身学习量表的适应性

Online learning and assessment have become a major concern for educators in the field of education due to the many challenges they present. The coronavirus lockdown has profoundly affected the instruction and evaluation processes for English as a Foreign Language (EFL) learners. Therefore, this study aims to investigate the perspectives of EFL teachers on the pedagogical barriers in online assessments. The study employed a mixed-methods approach, involving 28 participants from four different educational settings. During the qualitative phase, in-depth discussions were conducted using the Google Meet app, allowing participants to explore the pedagogical barriers associated with online assessments. The results of the qualitative analysis identified five themes of pedagogical barriers under the central category of fairness and equity: feedback, poor internet speed, learners' lack of digital literacy, online cheating, and instruction. A ranking scale was subsequently used to assess the perceived importance of these categories. The findings of this study have significant implications for EFL teachers, policy makers, and educational assessment organisations. It provides insights that can inform the development of strategies and policies to address the pedagogical barriers associated with online assessments. By recognising and addressing these challenges, educators and policymakers can enhance the quality and fairness of online assessments, ensuring a more equitable learning experience for EFL students.

Alireza Maleki

Towards a more equitable education: a lens into EFL teachers’ pedagogical barriers in online assessments

迈向更公平的教育：透视英语作为外语教师在线评估中的教学障碍

Thomas Howard Morris

Ulrik Brandi

Steven Hodge

Tetyana Hoggan-Kloubert

Marcella Milana

Social justice through lifelong education: the balancing of self-directed learning outcomes towards ourselves <i>and</i> others

终身教育中的社会正义：自我导向学习成果对自身与他人的平衡

Online education is now a common mode of delivery to support continuous education and training for adults. A range of technological platforms and processes have evolved to make online learning more engaging and effective, notably since the pandemic. Notwithstanding the widespread adoption of online education, research shows that many adult learners still experience feelings of social isolation in the online learning space. This calls for educators to incorporate practices to facilitate social connectedness to improve adults' overall learning experiences. Social connectedness encompasses concepts such as connectedness, belongingness, relatedness, intersubjectivity and psychological safety. These provide a framework to guide social connectedness within online learning. The study reported here investigated adult educators' practices for social connectedness when delivering online learning to adults who engage in continuing education and training in Singapore. Data was gathered through 10 in-depth interviews with experienced adult educators. Some learning activities and artefacts they used during online classes were analysed for connectedness, belongingness, relatedness, intersubjectivity and psychological safety. The analysis indicated psychological safety as an important element for social connectedness. The findings inform the design of a six-step guide for adult educators to boost social connectedness in their online provisions. This exploratory research contributes to ongoing efforts to improve the quality of online learning by enhancing social connectedness.

Eunice Swee Suat Lim

Sarojni Choy

Adult educators’ practices to promote and facilitate social connectedness in online learning sessions

成人教育者在在线学习课程中促进和促进社会联系的实践

Elizabeth A. Lange

Learning and sustainability in dangerous times

危险时代的学习与可持续发展

Abbreviation	Int. J. Lifelong Educ.
Journal Impact	2.10
Quartiles(Global)	EDUCATION & EDUCATIONAL RESEARCH(Q2)

ISSN	0260-1370, 1464-519X
h-index	54

Publication Information	Publisher: Routledge，Publishing cycle: ，Journal Type: journal，Open Access Journals: No
Basic data	Year of publication: 1982，Proportion of original research papers: 94.59%，Self Citation Rate:21.10%， Gold OA Rate: 30.48%

International Journal of Lifelong Education

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A review of research on the relationship between learning and health for older adults

Policy vs. practice. An analysis of the course provision of Finnish study centres between 2016 and 2021

Life satisfaction and lifelong learning: the role of intrinsic motivation and adaptation of the MSSP lifelong learning scale

Towards a more equitable education: a lens into EFL teachers’ pedagogical barriers in online assessments

Social justice through lifelong education: the balancing of self-directed learning outcomes towards ourselves and others

Policy vs. practice. An analysis of the course provision of Finnish study centres between 2016 and 2021

Life satisfaction and lifelong learning: the role of intrinsic motivation and adaptation of the MSSP lifelong learning scale

Towards a more equitable education: a lens into EFL teachers’ pedagogical barriers in online assessments

Adult educators’ practices to promote and facilitate social connectedness in online learning sessions

Learning and sustainability in dangerous times