eucen Highlights | April 2026
[EPALE newsletter] At The Edges
Dear EPALE members,
I recently spoke with Professor Sari Sulkunen about how difficult it is, in many ways, to comprehensively define literacy as a basic skill – even though there is no doubt that it is a crucial foundation for lifelong learning. However, as Sulkunen pointed out, literacy is also very much an object of lifelong learning: we continuously need to develop new types of literacies in a world that constantly introduces new opportunities and demands.
For this reason, Sulkunen prefers to use the plural form, literacies. This highlights just how situational a “sufficient” level of reading and writing might be, depending on one’s job, other life demands – and also the kind of person one is.
Not all people with low literacy levels are marginalised or struggling; many manage everyday life just fine. They may receive support from others, benefit from the increasingly visual nature of modern communication, and draw on other valuable skills to function as meaning-makers in their own environments.
It is quite impressive, when you think about it like this, just how adaptable and nimble we humans are as we navigate a constantly changing world with our unique skill sets.
Heini Huhtinen – EPALE Adult Learning Expert
EPALE Podcast: Navigating Literacy in a Complex World
What does it really mean to be literate today? Reading and writing remain essential, but the ways we access, interpret, and produce meaning are multiplying across screens, formats, languages, and contexts. Literacy is no longer a single skill acquired once, but a constellation of competencies that evolves with the world around us. In this episode of the EPALE Podcast, host Heini Huhtinen speaks with Professor Sari Sulkunen about the concept of multiliteracies and what it reveals about how adults continue to develop these skills throughout their lives in work, in citizenship, and in everyday life. The conversation also touches on why AI tools are making critical literacy and writing skills more urgent than ever.
Between Cultures: Adult Educators’ Perspectives on Learning Pathways for Migrants
What do adult educators actually see when they work with newly arrived migrants, and what do their experiences reveal about the systems they operate within? Language acquisition and qualification recognition are the visible priorities, but the picture that emerges from the classroom is often more complex: cultural unfamiliarity, identity under pressure, and the persistent risk of reducing a person to a bundle of transferable competencies. Drawing on interviews with 44 educators across nine European countries as part of the Erasmus+ HEIDI project, this article brings a less-heard perspective to the debate on migrant integration in adult education. It asks whether programmes designed primarily for labour market integration are making the most of the full potential of adult learning, and what it would mean to prioritise empowerment over employability.
► Read the full article by Bernhard Schmidt-Hertha
Submit Your Story!
Some of the most significant learning does not happen in the middle of things, but at the edges, during moments of transition, doubt or unexpected change. This year’s EPALE Community Stories call invites practitioners and learners across Europe to write about these spaces, and the in-between moments that quietly reshape who we are and how we teach. If you have experienced or observed a transformative journey, this is your opportunity to express it in words.
► Submissions are open, and every voice from the adult learning community is welcome!
Discover How to Earn Your EPALE Badge
Getting more out of your EPALE membership just got easier. A new video tutorial walks you through how to earn badges on the platform: a simple but meaningful way to have your contributions and engagement recognised by the community. Whether you’re just getting started or looking to make the most of what EPALE has to offer, this step-by-step guide is worth a few minutes of your time.
The Digital Ways – April 2026 Edition
| April Edition Issue 01/2026The Digital Ways Dear reader, Welcome to first edition of the renewed The Digital Ways Newsletter, powered by eucen,where we bring together the latest developments in digital education and digital transformation across higher and adult education in Europe. As part of the series of three thematic newsletters by eucen (The Digital Ways, Inclusive Europe, and LLL Pathways), this newsletter marks the launch of a refreshed format designed to provide timely, structured, and accessible insights into the evolving landscape of University Lifelong Learning (ULLL). As digital transformation continues to reshape education systems, these newsletters aim to connect policy developments, innovative practices, and network activities in a clear and meaningful way. Each issue will be organised around four key sections: Innovation in Practice, showcasing concrete initiatives and real-world applications; Policy & Europe, highlighting EU-level strategies and developments; eucen Network News, sharing updates and contributions from the eucne network; and Upcoming Events, featuring if applicable relevant conferences, webinars, and opportunities for exchange. Our aim is to make this newsletter a reliable reference point for developments in digital education and lifelong learning, while also strengthening engagement within the community and promoting dialogue and participation in upcoming activities. In this first edition, we explore recent EU policy developments, innovative approaches to inclusive and responsible digital learning, and updates from the eucen network. We invite you to explore this month’s selection of insights, updates, and opportunities.Innovation in Practice |
 How can visual learning improve inclusion? New research underway Across higher and adult education, the Visuality project is exploring how visuals and digital tools can help make content more accessible, especially for learners facing barriers related to language, literacy, or cognitive diversity. Current research is examining how visual methods are being used, and where they are still underused, in different educational contexts. Through surveys, interviews, and focus groups with over 90 educators and 120 learners across partner countries, real classroom experiences are being gathered to better understand what works in practice. The findings will help identify how visual pedagogy can more effectively support diverse learners in both classroom and online settings.  Educational Programme for responsible digital engagement A new educational programme has been developed by the Include Me+ project to strengthen responsible interaction in digital media environments. Through seven dynamic modules, it provides learners with tools to critically assess information, challenge misinformation, and reduce polarisation, while promoting more constructive online dialogue. It introduces practical tools and case-based learning to support civic engagement, ethical communication, and intercultural understanding. Designed for educators, students, media professionals, and civil society actors, it highlights the role of digital skills in fostering more informed and cohesive online environments.  What’s new in EU Digital Skills and AI Policy? Digital skills and artificial intelligence are at the forefront of Europe’s policy agenda. A series of recent EU initiatives is shaping how education and training systems respond to the demands of the digital and green transitions. From the Union of Skills and the Digital Decade targets to the updated DigComp framework and the AI Act, the message is clear: strengthening digital and AI competences is essential for both competitiveness and inclusion. These policies also place new emphasis on lifelong learning, reskilling, and the role of higher education institutions in preparing future-ready graduates. Explore our full policy update to learn more about the latest developments and their implications.  EU Launches New Guidelines for Digital Educationup The European Commission has published four new sets of guidelines to support teachers in navigating Europe’s digital education transformation. Covering artificial intelligence, digital literacy, informatics, and digital education content, the resources provide practical tools, classroom examples, and clear quality criteria to help educators respond to emerging challenges and opportunities. The guidelines respond to strong public expectations, with 81% of citizens saying teachers should have the skills to use and understand AI, and nearly 90% emphasising their role in tackling disinformation. As part of the Digital Education Action Plan (2021–2027), the initiative supports teachers in building digital confidence while promoting ethical, inclusive, and effective learning in an increasingly digital world.  Coming Soon: EJULL Issue on AI and Lifelong Learning Following the 2025 EUCEN Autumn Seminar on AI, selected papers are now under peer review. They explore key themes on AI and university lifelong learning. The accepted articles will appear in EJULL Vol. 10 No. 1, published in June, offering deeper insights into research and practice. The journal will be available in June 2026, keep tuned!  Looking back: EUCEN Autumn Seminar 2025 on AI The 2025 EUCEN Autumn Seminar explored how artificial intelligence is transforming university lifelong learning. Experts, practitioners, and policymakers discussed AI in teaching and learning, including personalised tools and AI tutors, as well as the growing need for new digital and AI-related skills. Key themes also included ethics, inclusion, and institutional change. |
CONVERGENCE c. nemzetközi felnőttképzési folyóirat
Új lapszámmal jelentkezik a CONVERGENCE c. nemzetközi felnőttképzési folyóirat. Ismerje meg Ön is!
Megjelent a CONVERGENCE c. folyóirat aktuális száma, mely igyekszik számot vetni a felnőttkori tanulás társadalmi, gazdasági és környezeti relációjú „hasznaival”. Az egybegyűjtött írások rámutatnak úgy globális, mint lokális/regionális kihívásokra, azaz a tanulást érintő olyan alapvető kérdésekre, mint méltányosság, a befogadás, az egyenlőség és a tisztelet, valamint a szolidaritás.
A felnőttoktatók valódi kritikai demokráciát kínálnak azokban a területeken, ahol működnek, ahogyan az mindig is volt a népoktatás esetében, gyakran elmosva a határokat a különböző korcsoportok között, ellentétben a formalizált, „nyugati” típusú oktatással. Számos ilyen példát mutattak be a 2025-ös Kritikus Felnőttképzés és Oktatás (CALE 2025) konferencián Máltán tavaly novemberben.
A Convergence – An International Adult Education Journal ezen konkrét száma néhány, eredetileg a konferencián bemutatott előadás írásos anyagát tartalmazza, nevezetesen Roberta Piazza előadását, valamint Jesus Jaime-Diaz, SandraVatrella és Maria Chiara Caló, Ana Luisa Costa, Henrique Vaz és Isabel Menezesvalamint Sabina Barbato írásait. A konferencia további előadásai, és talán az UNESCO novemberi „kis” szemináriumának előadásai is következő számokban jelennek meg. Ez a szám további anyagokkal is szolgál számunkra. Ezek közé tartozik Yasuko Nagai munkája az ausztrál őslakosokról, valamint Carlo Orefice és Antonio Vigilante cikke Ivan Illichről, az értelmiségi születésének centenáriumáról (1926-2026), és Aldo Capitiniről. Utóbbi „omnicrazia” koncepciója visszhangra találhat a korábban a közösségi demokráciával kapcsolatban kifejtett aggodalmak fényében. Az őslakos népességről szóló cikkek ebben a számban Dip Kapoor, az edmontoni Alberta Egyetem munkatársának kiváló munkáját idézik fel. A Convergence korábbi munkatársaként ismert a „déli” szubaltern társadalmi mozgalmak, nevezetesen az indiai Adivasi körében végzett munkájáról. Sajnos Dipet tavaly túl korán ragadták el ebből a világból. Ali Abdi, régi barátja és munkatársa tiszteleg írásával előtte. Emellett Heribert Hinzen idézi fel Rita Süssmuth munkásságát, a német politika és a felnőttoktatás vezető személyisége előtt.
Végül e lapszám három könyvismertetést is tartalmaz. Olvassa Ön is!
Az ismertetett lapszám itt érhető el.
Forrás: Volume 47, No. 1, pp. 1-2 Convergence/ia/e 2026, ISSN 2791-1675 – vol-47-No-1
UNESCO Institute for Lifelong Learning Bulletin, April 2026
Megosztjuk a MELLearN híreknél az UNESCO UIL aktuális LLL-hírlevelét: https://us12.campaign-archive.com/?u=aebf51bce1587180e03069025&id=17a1e4b0cb
Opus et Educatio Hírlevél/6
Az Opus et Educatio folyóirat 2026. évi márciusi hírlevele:
Beszélgetések a szakképzésről
Kedves Kollégák!
Ismét jelentkezünk a „Beszélgetések a szakképzésről” programsorozatunkkal, melynek ide első rendezvényét 2026. április 23-án 15- órai kezdéssel tervezzük jelenléti és online formában. Témája: egy több országra kiterjedő kutatás során végzett összehasonlító elemzés a karriertervezés-pályaorientáció témakörében.A „Meghívót” mellékelten küldöm.
Mindenkit szeretettel várunk. Üdvözlettel: Schindler Rózsa
Now in ELM: Upskilling, inclusion and climate action
| Dear ELM readers, |
| We are happy to share a hand-picked selection of March highlights from ELM Magazine. Take a closer look at Alex Stevenson’s insights into the PIAAC results in England, an innovative Swedish approach to skills validation and Claudia Gillberg’s reflection on the importance of climate education.Alongside current issues in adult education, it is important to keep the discussion going on the PIAAC results published in late 2024 and what actions are needed in different countries. At the same time, even in turbulent times globally, we must not forget ecological issues and planetary well-being.We hope you find these articles engaging and inspiring.Katriina Palo-Närhinen Editor-in-Chief |
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