Conference Agenda

Motivation plays a crucial role in adult learning and education. In view of the rapid development of society and the transformation of the world in which we live, the concept of lifelong learning is becoming increasingly important (Ilie, 2019). Although motivation for adult learning is one of the classic research topics in the field of adult education, it has received relatively little empirical attention in the last decade (Boeren 2012a, 2012b; Kalenda & Kočvarová, 2021).

Considering the importance of lifelong learning, which is central to personal and professional development, it is essential to understand what motivates adults to engage in learning (Sogunro, 2014) and apply this knowledge in practice. Understanding the factors that drive adults to pursue further education is critical for educators, policymakers, and employers (Gardner et al., 2021).

The topic of adult motivation for learning is important for several reasons. First, motivated adults are more likely to actively engage in the learning process and persist through challenges (Sogunro, 2014). This increases the chances that adults will complete their education in both formal and non-formal settings.

Second, adult learners are often driven by practical considerations such as applying newfound knowledge or skills to their work or daily responsibilities. This makes it possible to discern what direction the current revision of the curricula should take to reflect the current needs and demands of adults (Creighton & Hudson, 2002).

Third, adults could improve their chances of success in the labour market through further organised learning (Boeren et al., 2012a).

Finally, successful completion of training programmes can motivate adults to participate in further education even more, increase their self-esteem and self-confidence, improve working conditions and increase belief in their own abilities (Mara, Cascón-Pereira, & Brunet Icart, 2022)

This presentation will bring the systematic review aimed at exploring the motivations of adults for education, considering both the individual and environmental factors that influence their decision to participate in educational programs. The main objective of this review study is to describe the relationship between motivation and adult learning through an analysis of published empirical studies since the 1960s. A secondary aim is to provide an overview of the directions and trends that these two interrelated concepts have taken.

In this presentation, we address the following research questions:

• Which topics within adult motivation and learning were discussed in the studies?
• Which theories were applied in the studies?
• Which methodologies were used in the studies?
• In which geographical/cultural setting research was done?

In this systematic review, we will examine the existing literature on adult education motivation to identify key themes, trends, and gaps in the current understanding of this topic. By synthesizing the findings from a range of studies, we aim to provide a comprehensive overview of the motivational factors that influence adults' decisions to engage in educational activities. Our review will contribute to a deeper understanding of adult education motivation and provide valuable insights for practitioners and researchers in the field.

Foreign language teachers’ digital competencies have undoubtedly become significant for effective teaching practices not only due to the rapid advancement in technology. Recently, the importance of teachers’ AI competencies has been highlighted as a result of the release of ChatGPT at the end of 2022, which provoked a huge number of discussions over the effects of Generative AI (GAI) on language instruction. There is no doubt that foreign language teacher training programmes should ensure the enhancement of future language teachers’ AI digital competencies in order to avoid old-fashioned teaching and learning practices, promote innovative methodologies, and prepare student teachers for an effective teaching in the future. However, there are certain difficulties and challenges that still hinder the integration of GAI in teacher training programmes. Thus, it is significant to carry out a systematic analysis of international practices of GAI integration in teacher education for enhancing foreign language teachers’ competencies. This paper describes the practical bases of GAI integration in language teacher education around the world from 2022 to 2024. The purpose of this review is to identify research trends and potential directions that would help to establish knowledge about empirical research on GAI integration in foreign language teacher training. It does not only examine the most novel practices of applying its models, but also describes these practices, evaluates challenges, emphasizes the most interesting experiences, and contributes with an overview for researchers, teacher educators, educational authorities on how foreign language teacher education can develop student teachers’ AI digital competencies necessary for the future use in classroom instruction.

There has been an exponential growth in Transnational Education (TNE) by UK universities in the last two decades (Healey, 2017). This has provided UK Higher Education Institutions (HEIs) with a method to export high quality education and brand to diversify their international activities and income streams, and to enhance their reputation (Hatakenaka, 2004).

TNE, as opposed to international student recruitment, is commonly understood in the UK to mean the delivery of education from a university in the UK, to students in a different country (JISC, 2020). Rather than the students coming to the UK for their education, the university will deliver education via collaboration with another partner, at an international branch campus (IBC), or via some form of online method.

In 2012 the Quality Assurance Agency (QAA) reported 70 UK HEIs were involved in TNE activities specifically with China (QAA, 2013). According to the 2022 British Council research piece into TNE, nearly all UK HEIs are engaged in some type of TNE activity, with 133 respondents declaring some form of collaborative arrangement with a Chinese partner, demonstrating a 50% increase in a decade (British Council, 2022). Similarly, during this time China has been looking to improve its tertiary education by importing the best of the West, as can be seen from updates to the Chinese - Foreign Cooperation in Running Schools (CFCRS) policies which date from 2003, (State Council, 2003).

As a major contributor to the UK international student market, China has been seen as a key target for the export of UK higher education. Over the last 30 years, China’s tertiary education has been evolving rapidly (QAA, 2013) during which time there has been a growing interest in UK Universities entering partnership agreements in China.

The first TNE partnerships in China involving UK HEIs can be seen in the joint campus arrangements of University of Nottingham Ningbo (UNNC), which opened in 2004, and Xi’An Jiaotong Liverpool University (XJTLU), established in 2006. Creating such campus models is incredibly complex and expensive (Feng, 2013). As a result, most UK HEIs have preferred to look towards the Joint Institute (JI) or Joint Education Programme (JEP). These models require the foreign partner to contribute one third of the staff, hours, modules, and credits of the degree, based on the Chinese award requirements. The main difference between them is that the former contains two or more programmes while the latter is a single programme. The number of students which can be recruited to each is also capped at 300 for a JI or 120 for a JEP. At present there are 44 JI collaborations between UK and Chinese Universities.

In this paper I will explore the literature around the challenges faced in managing staff working within TNE, and will address the following questions:

1. What can we learn from existing pedagogy about the challenges staff may experience working in TNE Joint Institute activity in China?
2. Where are there gaps in the literature which need addressing?

Research conducted in previous studies, limited by a very small sample of participants, has primarily focused on those teaching at International Branch Campuses (Healey, 2017; Richardson & McKenna, 2002; Tran, Le, Phan, & Pham, 2021). This focus means that evidence is limited and somewhat anecdotal in nature and has not taken account of the challenges of working in partnership with another organisation. This research will look to apply prior knowledge and develop the pedagogy around these new types of complex collaborations.