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Journal of Adult Learning, Knowledge and Innovation
Open Access

 

The Journal of Adult Learning, Knowledge and Innovation strives to be inclusive in scope by understanding and interpreting adult learning and knowledge construction at the intersection of theory and practice, including formal, non-formal and informal learning contexts. It publishes empirical and theoretical papers that promote a problem-oriented, and/or a critical approach to research and scholarship, going beyond description of practice.

Conceptual dimensions of conceptions of teaching problem-solving
DOI:
https://doi.org/10.1556/2059.2024.00097
Open access
What can we collectively learn from the research on student learning?
DOI:
https://doi.org/10.1556/2059.2024.00108
Open access
The need for practicality and applicability: A longitudinal study involving pre-service English teachers
DOI:
https://doi.org/10.1556/2059.2024.00102
Open access
Attitudes towards dictionary use: A case study of university students studying languages for business
DOI:
https://doi.org/10.1556/2059.2024.00101
Open access
The conditions for workplace learning implementation in Laotian higher education
DOI:
https://doi.org/10.1556/2059.2023.00074
Open access
Deductive content analysis as a research method in the field of education sciences – A systematic literature review of journal articles in Web of Science (2019–2023)
DOI:
https://doi.org/10.1556/2059.2023.00094
Open access
The relationship between HE teachers' mission and teaching approach: Interaction inspiring enthusiasm as the basis for building knowledge and commitment to the profession
DOI:
https://doi.org/10.1556/2059.2024.00092
Open access
A comparison of performances of Brazilian and Chinese Universities in academic and industrial products using the “U-Multirank”
DOI:
https://doi.org/10.1556/2059.2023.00068
Pages:
59–67
Open access
The sectorial context of workplace learning
DOI:
https://doi.org/10.1556/2059.2023.00086
Pages:
75–83
Open access
Bilingual literacy learning in adult education
DOI:
https://doi.org/10.1556/2059.2023.00062
Pages:
68–74
Open access
How do bottom-up innovations spread between schools and districts? An actor-container model of educational innovation diffusion
DOI:
https://doi.org/10.1556/2059.2023.00084
Pages:
84–96
Open access
Crisis, conflict and global rankings
DOI:
https://doi.org/10.1556/2059.2023.00081
Pages:
56–58
Open access
Practice of praxis
DOI:
https://doi.org/10.1556/2059.2023.00066
Pages:
14–22
Open access
Differentiated instruction in the EFL classroom: An interview study on Hungarian primary and secondary school EFL teachers' views and self-reported practices
DOI:
https://doi.org/10.1556/2059.2023.00076
Pages:
33–46
Open access
Learning alone together: Emergency-mode educational functions of international virtual exchange in times of the COVID-19 pandemic
DOI:
https://doi.org/10.1556/2059.2022.00070
Pages:
1–13
Open access
Distinguishing lifelong learning from lifelong education
DOI:
https://doi.org/10.1556/2059.01.2017.3
Pages:
1–7
Open access
The role of self-regulation and perceived self-efficacy in adaptation to home-office work during the pandemic
DOI:
https://doi.org/10.1556/2059.2021.00048
Pages:
88–98
Open access
Rethinking informal and incidental learning in terms of complexity and the social context
DOI:
https://doi.org/10.1556/2059.01.2016.003
Pages:
27–34
Open access
Professional learning in the workplace
DOI:
https://doi.org/10.1556/2059.2021.00046
Pages:
41–43
Open access
The foreign-language learning situation of Deaf adults: An overview
DOI:
https://doi.org/10.1556/2059.01.2017.1
Pages:
35–42
Open access
Piloting a semi-structured interview schedule: The influence of MOOC descriptions on potential students
DOI:
https://doi.org/10.1556/2059.2021.00043
Pages:
36–45
Open access
Lifewide learning – Challenges for Andragogy
DOI:
https://doi.org/10.1556/2059.01.2017.2
Pages:
43–50
Open access
Hungarian pre-service teachers’ motivation to become English teachers: Validating a questionnaire
DOI:
https://doi.org/10.1556/2059.02.2018.02
Pages:
19–32
Open access
EFL teachers’ motivation and motivational impact in corporate contexts
DOI:
https://doi.org/10.1556/2059.02.2018.03
Pages:
33–47
Open access
Breaking free: The implications of a polygamous background for adult education
DOI:
https://doi.org/10.1556/2059.02.2018.01
Pages:
8–18
Open access
Rethinking informal and incidental learning in terms of complexity and the social context
DOI:
https://doi.org/10.1556/2059.01.2016.003
Pages:
27–34
Open access
Distinguishing lifelong learning from lifelong education
DOI:
https://doi.org/10.1556/2059.01.2017.3
Pages:
1–7
Open access
Reaching all learners through their phones and universal design for learning
DOI:
https://doi.org/10.1556/2059.03.2019.01
Pages:
9–19
Open access
The role of intergenerational social capital in diminishing student attrition
DOI:
https://doi.org/10.1556/2059.02.2018.04
Pages:
20–26
Open access
The discovery of the possible reasons for delayed graduation and dropout in the light of a qualitative research study
DOI:
https://doi.org/10.1556/2059.02.2018.08
Pages:
27–38
Open access
Information and Communications Technology (ICT) literacy of Hungarian English majors: A validation study
DOI:
https://doi.org/10.1556/2059.2020.00002
Pages:
31–39
Open access
The role of self-regulation and perceived self-efficacy in adaptation to home-office work during the pandemic
DOI:
https://doi.org/10.1556/2059.2021.00048
Pages:
88–98
Open access
A proposed theoretical model of adult language learner autonomy
DOI:
https://doi.org/10.1556/2059.03.2019.05
Pages:
41–48
Open access
Commitment to the goal of completing studies in higher education: Dropout risk of the students from social science specialization from three Romanian public universities
DOI:
https://doi.org/10.1556/2059.02.2018.05
Pages:
12–19
Open access
Hungarian pre-service teachers’ motivation to become English teachers: Validating a questionnaire
DOI:
https://doi.org/10.1556/2059.02.2018.02
Pages:
19–32
Open access
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Senior editors

Editor(s)-in-Chief: Helga DORNER

Associate Editors 

  • Csíkos, Csaba (Eötvös Lorand University, Hungary)
  • Csizér, Kata (Eötvös Lorand University, Hungary)
  • Dorner, Helga (Central European University, Hungary)

 

Editorial Board

  • Basseches, Michael (Suffolk University, USA)
  • Billett, Stephen (Griffith University, Australia)
  • Cakmakci, Gültekin (Hacettepe University, Turkey)
  • Damsa, Crina (University of Oslo,Norway)
  • Dörnyei, Zoltán (Nottingham University, UK)
  • Endedijk, Maaike (University of Twente, The Netherlands)
  • Fejes, Andreas (Linköping University, Sweden)
  • Guimaraes, Paula (University of Lisbon, Portugal)
  • Halász, Gábor (Eötvös Loránd University, Hungary)
  • Hansman, Catherine A. (Cleveland State University, USA)
  • Kroeber, Edith (Stuttgart University, Germany)
  • Kumar, Swapna (University of Florida, USA)
  • MacDonald, Ronald (University of Prince Edward Island, Canada)
  • Marsick, Victoria J. (Columbia University, USA)
  • Martensson, Katarina (Lund University, Sweden)
  • Matei, Liviu (Central European University, Hungary)
  • Matyja, Malgorzata (Wroclaw University of Economics, Poland)
  • Mercer, Sarah (University of Graz, Austria)
  • Nichols, Gill (University of Surrey, UK)
  • Nokkala, Terhi (University of Jyvaskyla, Finland)
  • Ostrouch-Kaminska (Uniwersytet Warminsko-Mazurski, Poland)
  • Pusztai, Gabriella (University of Debrecen, Hungary)
  • Ramesal, Ana (Barcelona University, Spain)
  • Reischmann, Jost (Bamberg University, Germany)
  • Rösken-Winter, Bettina (Humboldt, Germany)
  • Ryan, Stephen (Waseda University, Japan)
  • Török, Erika (Pallasz Athéné University, Hungary)
  • Wach-Kakolewicz, Anna (Poznan University of Economics and Business, Poland)
  • Watkins, Karen E. (University of Georgia, Athens, Georgia)

 

 

 

Journal of Adult Learning, Knowledge and Innovation
Editorial Office
Eötvös Loránd University
Faculty of Education and Psychology
Institute of Research on Adult Education and Knowledge Management
Address: 1075 Budapest, Kazinczy u. 23-27. HUNGARY

E-mail: jalki@ppk.elte.hu

Journal of Adult Learning, Knowledge and Innovation
Publication Model Gold Open Access
Submission Fee none
Article Processing Charge none
Subscription Information Gold Open Access

Journal of Adult Learning, Knowledge and Innovation
Language English
Size A4
Year of
Foundation		 2016
Volumes
per Year		 1
Issues
per Year		 2
Founder Eötvös Loránd Tudományegyetem
Founder's
Address		 H-1053 Budapest, Hungary Egyetem tér 1-3.
Publisher Akadémiai Kiadó
Publisher's
Address		 H-1117 Budapest, Hungary 1516 Budapest, PO Box 245.
Responsible
Publisher		 Chief Executive Officer, Akadémiai Kiadó
ISSN 2631-1348 (Online)