Editorial – COVID-19 responses in adult education, and life beyond

Abstract

This bumper issue begins with five articles, all concerned with adult learning and the impacts of COVID-19. As Osborne (2022, p. 95) has reported, ‘Novel pedagogical approaches to ensure against learning loss, particularly using digital approaches and concomitant support for teachers and parents, have become commonplace during the COVID-19 pandemic’. However less attention has been given to potential learning loss experienced by adults; these articles are therefore a welcome contribution to debates concerning the effect of the pandemic. They explore respectively e-learning experiences and gender effects in Ghana (Olivia Kwapong), mature student experiences in the UK (Damien Homer), part-time learner satisfaction in Malta (Luke Anthony Fiorini, Anna Borg and Manwel Debono) organisational learning in Finland (Ilpo Laitinen and Jarkko Ihalainenn) and issues of mental health and well-being in the US (Katrina Rufino, Stephanie Babb, Ruth Johnson).

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DOI

https://doi.org/10.1177/14779714221135360

Repository URI

https://eprints.gla.ac.uk/282847/