The Role of Adult Learning and Education in (Post-)Covid Times
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The COVID-19 pandemic has caused unprecedented disruptions to global education systems, with adult education shifting to a virtual world and relying heavily on digital and ICT tools to maintain continuity of learning. However, the prolonged pandemic raises important questions about the future of adult education. The current essay examines the most significant changes in three key areas of adult education: health, citizenship, and digital technologies. It argues that adult education should not only equip people with the knowledge and skills necessary to navigate a crisis, but also play a proactive role in shaping the future of education and the world. It should critically analyse and challenge mainstream ideas and offer constructive alternatives to proposed solutions.
Keywords:
Adult Education / Citizenship / COVID-19 / ICT in Education / Paradigm ShiftSource:
Re-thinking Adult Education Research. Beyond the Pandemic, 2023, 33-52Publisher:
- Firenze University Press
Funding / projects:
- Ministry of Science, Technological Development and Innovation of the Republic of Serbia, institutional funding - 200025 (University of Belgrade, Institute for Phylosophy and Social Theory) (RS-MESTD-inst-2020-200025)
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IFDTTY - CHAP AU - Popović, Katarina AU - Nišavić, Ivan PY - 2023 UR - http://rifdt.instifdt.bg.ac.rs/123456789/3027 AB - The COVID-19 pandemic has caused unprecedented disruptions to global education systems, with adult education shifting to a virtual world and relying heavily on digital and ICT tools to maintain continuity of learning. However, the prolonged pandemic raises important questions about the future of adult education. The current essay examines the most significant changes in three key areas of adult education: health, citizenship, and digital technologies. It argues that adult education should not only equip people with the knowledge and skills necessary to navigate a crisis, but also play a proactive role in shaping the future of education and the world. It should critically analyse and challenge mainstream ideas and offer constructive alternatives to proposed solutions. PB - Firenze University Press T2 - Re-thinking Adult Education Research. Beyond the Pandemic T1 - The Role of Adult Learning and Education in (Post-)Covid Times SP - 33 EP - 52 DO - 10.36253/979-12-215-0151-3.05 ER -
@inbook{ author = "Popović, Katarina and Nišavić, Ivan", year = "2023", abstract = "The COVID-19 pandemic has caused unprecedented disruptions to global education systems, with adult education shifting to a virtual world and relying heavily on digital and ICT tools to maintain continuity of learning. However, the prolonged pandemic raises important questions about the future of adult education. The current essay examines the most significant changes in three key areas of adult education: health, citizenship, and digital technologies. It argues that adult education should not only equip people with the knowledge and skills necessary to navigate a crisis, but also play a proactive role in shaping the future of education and the world. It should critically analyse and challenge mainstream ideas and offer constructive alternatives to proposed solutions.", publisher = "Firenze University Press", journal = "Re-thinking Adult Education Research. Beyond the Pandemic", booktitle = "The Role of Adult Learning and Education in (Post-)Covid Times", pages = "33-52", doi = "10.36253/979-12-215-0151-3.05" }
Popović, K.,& Nišavić, I.. (2023). The Role of Adult Learning and Education in (Post-)Covid Times. in Re-thinking Adult Education Research. Beyond the Pandemic Firenze University Press., 33-52. https://doi.org/10.36253/979-12-215-0151-3.05
Popović K, Nišavić I. The Role of Adult Learning and Education in (Post-)Covid Times. in Re-thinking Adult Education Research. Beyond the Pandemic. 2023;:33-52. doi:10.36253/979-12-215-0151-3.05 .
Popović, Katarina, Nišavić, Ivan, "The Role of Adult Learning and Education in (Post-)Covid Times" in Re-thinking Adult Education Research. Beyond the Pandemic (2023):33-52, https://doi.org/10.36253/979-12-215-0151-3.05 . .