Empirical research on motivation in adult education and learning. A scoping review

Bílá, Michaela; Kalenda, Jan Empi ical esea ch on mo i a ion in adul educa ion and lea ning. A scoping e iew Eu opean jou nal o Resea ch on he Educa ion and Lea ning o Adul s 16 (2025) 3, S. 289-320 Quellenangabe/ Re e ence: Bílá, Michaela; Kalenda, Jan: Empi ical esea ch on mo i a ion in adul educa ion and lea ning. A scoping e iew - In: Eu opean jou nal o Resea ch on he Educa ion and Lea ning o Adul s 16 (2025) 3, S. 289-320 - URN: u n:nbn:de:0111-pedocs-344424 - DOI: 10.25656/01:34442; 10.3384/ ela.2000-7426.5721 h ps://nbn- esol ing.o g/u n:nbn:de:0111-pedocs-344424 h ps://doi.o g/10.25656/01:34442 in Koope a ion mi / in coope a ion wi h: h p://www.ep.liu.se Nu zungsbedingungen Te ms o use Dieses Dokumen s eh un e olgende C ea i e Commons-Lizenz: h p://c ea i ecommons.o g/licenses/by/4.0/deed.de - Sie dü en das We k bzw. den Inhal e iel äl igen, e b ei en und ö en lich zugänglich machen sowie Abwandlungen und Bea bei ungen des We kes bzw. Inhal es an e igen, solange Sie den Namen des Au o s/Rech einhabe s in de on ihm es geleg en Weise nennen. This documen is published unde ollowing C ea i e Commons-License: h p://c ea i ecommons.o g/licenses/by/4.0/deed.en - You may copy, dis ibu e and ende his documen accessible, make adap a ions o his wo k o i s con en s accessible o he public as long as you a ibu e he wo k in he manne speci ied by he au ho o licenso . Mi de Ve wendung dieses Dokumen s e kennen Sie die Nu zungsbedingungen an. By using his pa icula documen , you accep he abo e-s a ed condi ions o use. Kon ak / Con ac : peDOCS DIPF | Leibniz-Ins i u ü Bildungs o schung und Bildungsin o ma ion In o ma ionszen um (IZ) Bildung E-Mail: [email p o ec ed] In e ne : www.pedocs.de Eu opean Jou nal o Resea ch on he EducaƟon and Lea ning o Adul s, Vol. 16, No. 3, 2025 , pp. 289-320 ISSN 2000-7426 © 2025 The au ho s hƩps://c eaƟ ecommons.o g/licenses/by/4.0/ hƩp://doi.o g/10.3384/ ela.2000-7426.5721 www. ela.ep.liu.se Empi ical esea ch on moƟ aƟon in adul educaƟon and lea ning: A scoping e iew Michaela Bílá Tomas Ba a Uni e si y in Zlín, Czech Republic (bila@u b.cz) Jan Kalenda Tomas Ba a Uni e si y in Zlín, Czech Republic ([email p o ec ed]) Abs ac This scoping e iew maps empi ical esea ch on mo i a ion in adul educa ion and lea ning, analysing 95 s udies published be ween 1971 and 2024. D awing on da a om Web o Science and Scopus da abases, i delinea es key hema ic a eas, geog aphical pa e ns, and me hodological o ien a ions. The indings highligh a ma ked inc ease in publica ions since 2016, wi h a p onounced ocus on speci ic lea ne popula ions – including non- adi ional s uden s, low-skilled adul s, and second-chance lea ne s in adul basic educa ion. Resea ch ac i i y is hea ily concen a ed in Eu opean and Anglophone con ex s, poin ing o he need o b oade cul u al ep esen a ion. While quan i a i e me hods domina e, many s udies employ ins umen s lacking alida ion. No able gaps eme ge in he use o mixed-me hods and longi udinal designs. O e all, he e iew calls o mo e inclusi e and me hodologically obus inqui y o deepen ou unde s anding o adul lea ne mo i a ion ac oss di e se educa ional landscapes. Keywo ds: mo i a ion, adul educa ion and lea ning, li elong lea ning, scoping e iew, me hodology In oducƟon Rapid echnological ad ancemen s, which d i e dis up i e changes in he labou ma ke , gene a e inc easing p essu e o indi iduals o acqui e new knowledge and skills o emain adap able (D aghi, 2024; Şen ü k & Du an, 2020). In his con ex , adul educa ion and lea ning con inue o be key ools o acili a ing his esilience, playing a signi ican [290] Bílá & Kalenda ole in educing skill misma ches and os e ing alignmen be ween wo k o ce compe encies and e ol ing labou ma ke demands (OECD, 2023, 2024), as well as enhancing he well-being and heal h ou comes o adul s (Schulle & Desja dins, 2010). Fo he pu poses o his scoping e iew, adul educa ion and lea ning is unde s ood as encompassing a b oad con inuum o s uc u ed and uns uc u ed lea ning ac i i ies unde aken by indi iduals a e he comple ion o hei ini ial o mal educa ion. D awing on in e na ional amewo ks (UNESCO, 2016; OECD, 2024), his includes o mal, non- o mal educa ion, and in o mal lea ning ha se es a a ie y o pu poses – om enhancing employabili y h ough eskilling and upskilling o suppo ing pe sonal de elopmen , ci ic engagemen and li elong cu iosi y. Gi en he mul i ace ed na u e o adul educa ion and lea ning, i is essen ial o unde s and he ac o s ha in luence adul s’ engagemen in lea ning. Among hese, mo i a ion is one o he key p e equisi es o adul educa ion and lea ning (Boe en, 2017; Coşkun & Demi el, 2010; Yamashi a e al., 2019), which a ec s no only pa icipa ion in adul educa ion and lea ning bu also he ou comes o lea ning p ocess i sel (Bukho i e al., 2019; Pon , 2004; Wlodkowski, 2008). Con e sely, he lack o mo i a ion o adul educa ion and lea ning is some imes conside ed one o he easons why adul s do no pa icipa e in his ac i i y (Kalenda & Koč a o á, 2022). Simila ly, a lowe le el o mo i a ion owa ds speci ic lea ning con en is conside ed o be a nega i e ac o in he acquisi ion o he in ended knowledge and skills (Ro gans & Schmid , 2012). Despi e he p e alence o he e m, mo i a ion emains a concep ha is no uni e sally o i mly de ined (Cook & A ino, 2016; Lazowski & Hulleman, 2016; Wlodkowski & Ginsbe g, 2017). This cons uc is bes unde s ood as a hypo he ical psychological s a e used o explain he ini ia ion, main enance, o cessa ion o ac ion (Macey & Schneide , 2008; Miguel, 2013; Pincus, 2020), which is a gene al unde s anding o mo i a ion adop ed in his scoping e iew. Ra he han being di ec ly obse able, we ag ee wi h o he au ho s (e.g., Macey & Schneide , 2008) ha mo i a ion is cons uc ed h ough heo e ical amewo ks and ope a ionalised di e en ly depending on he esea che s‘ heo e ical pe spec i es. In he con ex o adul educa ion and lea ning, i is ypically an indi idual‘s in en ion, desi e, o eason o pa icipa ing in lea ning (Aljohani & Alajlan, 2020; Knowles e al., 2012). Al hough he signi icance o mo i a ion in adul educa ion and lea ning has long been acknowledged and widely discussed (Kond up, 2015), some schola s (e.g., Boe en e al., 2012a; Boe en e al., 2012b; Boe en, 2016; Kalenda & Koč a o á, 2022) a gue ha he opic s ill lacks su icien empi ical a en ion. Mo eo e , i is no ewo hy ha mo i a ion in adul educa ion and lea ning has la gely been o e looked in he ecen comp ehensi e disciplina y monog aphs (e.g., E ans e al., 2023; Milana e al., 2018) and sys ema ic mappings o esea ch in adul educa ion and lea ning (e.g., Fejes & Nylande , 2019; Hol o d e al., 2022). This absence unde sco es a gap in he li e a u e, sugges ing a need o a mo e ocused and sys ema ic assessmen o esea ch on mo i a ion wi hin his ield. In esponse o his iden i ied gap, he p esen s udy aims o p o ide a comp ehensi e o e iew o empi ical esea ch on mo i a ion in adul educa ion and lea ning. This is achie ed h ough a scoping e iew, u ilising wo leading scien i ic da abases – Web o Science and Scopus – as p ima y sou ces o in o ma ion. The s udy spans a empo al scope om he i s indexed publica ion in 1971 o 2024. The s a ing poin was delibe a ely selec ed based on an ini ial scoping phase, which iden i ied 1971 as he publica ion yea o he ea lies empi ical s udy mee ing he inclusion c i e ia. Based on such delinea ion, his s udy no only p o ides a map o empi ical esea ch on his esea ch Empi ical esea ch on moƟ aƟon in adul educaƟon and lea ning: A scoping e iew [291] opic in he ield o adul educa ion and lea ning, bu also helps o indica e whe e u he esea ch should be di ec ed. The ollowing ex begins by si ua ing he mapping o empi ical esea ch on mo i a ion in adul educa ion and lea ning wi hin he con ex o cu en me a- heo e ical esea ch on cons uc ing he ‘ e i o y’ (Rubenson, 1982) o adul educa ion and lea ning. This app oach enables he o mula ion o ou esea ch ques ions (RQ1-RQ4), which guide he analysis by ocusing on speci ic aspec s o empi ical esea ch on his opic. Subsequen ly, he me hodology o conduc ing a scoping li e a u e e iew is ou lined. The esul s a e hen p esen ed and o ganised acco ding o he ou esea ch ques ions. The s udy concludes wi h a discussion o indings, ou lines key limi a ions, and o e s ecommenda ions o ad ancing empi ical esea ch. Mapping he ield and empi ical esea ch on moƟ aƟon This s udy is pa o a b oade e o o map he ield o adul educa ion and lea ning, con ibu ing o a sys ema ic unde s anding o i s key hemes, ends, and esea ch p io i ies (see, e.g., Boe en, 2018, 2019; Fejes & Nylande , 2014, 2015, 2019; Nylande e al., 2022; Nylande & Fejes, 2023; Rubenson & El e , 2015, 2019; Taylo , 2001). In pa icula , i sha es wi h p e ious wo ks an in e es in analysing: (1) esea ch opics (wha is he subjec o he esea ch?), (2) he geog aphical con ex o he esea ch (whe e is he esea ch conduc ed?) and (3) he me hodological design (how is he esea ch conduc ed?). F om a pa icula pe spec i e, he analysis p esen ed below can be seen as a na owing o his esea ch agenda o a much smalle and less gene al pa o he ield, namely he opic o mo i a ion. Resea ch opics In a ecen ly published analysis o hemes om six lagship jou nals in he ield o adul educa ion and lea ning om 1950 o 2020, o a na owe analysis since 1982, Nylande and Fejes (2023; see also Nylande e al., 2022) iden i ied i een key a eas ha ep esen he mos equen oci o hema ic in e es o esea che s. One such opic is ‘ esea ch on mo i a ion, pa icipa ion, and a i udes among employees in di e en o ganiza ions’ (Nylande & Fejes, 2023, p. 129), which includes mo i a ion as a sub- heme. While his is conside ed a ela i ely mino a ea wi hin he b oade ield o adul educa ion and lea ning, Nylande and Fejes (2023) ha e demons a ed ha in e es in his sub- heme has been s eadily g owing since he ea ly 1990s. Howe e , i emains unclea om hei indings whe he he conclusions abou his end apply uni o mly ac oss all sub- opics wi hin his hema ic g oup (i.e., a i udes, pa icipa ion, mo i a ion, e c.; see abo e), as iden i ied by hei la ge-scale ex -mining analysis, o i hey pe ain speci ically o mo i a ion. Addi ionally, he a o emen ioned analysis does no su icien ly del e in o he empi ical sub- hemes being in es iga ed unde he umb ella o mo i a ion in adul educa ion and lea ning. As a esul , i does no o e enough ‘zoom-in’ needed o explo e he nuanced aspec s o mo i a ion wi hin his ield. This obse a ion also applies o o he pape s add essing mo i a ion in adul educa ion and lea ning. Such s udies a e o en mo e inclined o ocus on e iewing heo ies o examining selec ed canonised s udies, a he han conduc ing a sys ema ic mapping o empi ical esea ch (see, e.g., Boe en, 2016; Gopalan e al., 2017; Ilie, 2019; Kond up, 2015). [292] Bílá & Kalenda Fo hese easons, we a e ocusing on wo complemen a y esea ch ques ions:  RQ1: How has in e es in he empi ical in es iga ion o mo i a ion in adul educa ion and lea ning e ol ed o e ime?  RQ2: Wha speci ic opics ha e been explo ed in he a ea o mo i a ion in adul educa ion and lea ning? Geog aphical con ex Ano he signi ican dimension conside ed when mapping he ield o adul educa ion and lea ning is he geog aphical con ex , which is equen ly associa ed wi h he speci ic loca ion whe e he esea ch is conduc ed – mos commonly wi h he na ion-s a e. In his espec , i is ypical ha esea ch in adul educa ion and lea ning ocuses p edominan ly on Anglophone coun ies such as he Uni ed S a es, he Uni ed Kingdom o Aus alia (Fejes & Nylande , 2014, 2015, 2019; Rubenson & El e , 2015, 2019; Taylo , 2001). Howe e , his conclusion could be in luenced by he sampling o p e ious s udies ha mainly ocus on esea ch published in a small se o disciplina y jou nals, p ima ily om Anglophone coun ies, and ea u ing s udies published in English. Such a ocus isks in oducing sys ema ics epis emological biases, as he esea ch ends o concen a e on indi iduals in de eloped (pos -)indus ial democ acies, pa icula ly hose wi h highe le els o educa ion and socioeconomic s a us (Bou dieu & Wacquan , 1992). Due o he absence o indings on he geog aphical dis ibu ion o esea ch in o mo i a ion in adul educa ion and lea ning, we aim o add ess his gap. In con as o p e ious app oaches in he ield, we do no con ine ou scope o s udies published solely in English. By including esea ch in o he languages, we seek o de elop a mo e comp ehensi e unde s anding o whe e mo i a ion in adul educa ion and lea ning is being s udied. This conside a ion leads us o o mula e ou hi d esea ch ques ion:  RQ3: In which coun ies has he opic o mo i a ion in adul educa ion and lea ning been he subjec o empi ical in es iga ion? Me hodological design Mo eo e , he esea che s also discuss he me hodological di ec ion o esea ch in he ield o adul educa ion and lea ning. A e a phase o ea ly inspi a ion by quan i a i e me hodology, symp oma ic o he 1950s and 1960s (Rubenson, 1982), he 1990s b ough a phase o enewed in e es in quali a i e-o ien ed esea ch and an equalisa ion o he sha e o bo h me hodologies du ing he 1990s (Taylo , 2001). The me hodological de elopmen s o he las wo decades a e cha ac e ised by an o e whelming u n o quali a i e esea ch design, which cu en ly domina es empi ical esea ch in he ield (e.g., Boe en, 2018, 2019; Rubenson & El e , 2015, 2019). Wi h his in mind, i is no ewo hy ha he heme o ‘ esea ch on mo i a ion, pa icipa ion and a i udes among employees in di e en o ganisa ions’, as iden i ied by Nylande and Fejes (2023, p. 129), sys ema ically uses quan i a i e esea ch me hods. Howe e , as wi h his b oade hema ic ocus (see abo e), i emains unclea whe he such a conclusion applies equally o empi ical s udies in es iga ing mo i a ion in adul educa ion and lea ning only. Mo eo e , he e is a no able lack o de ailed knowledge Empi ical esea ch on moƟ aƟon in adul educaƟon and lea ning: A scoping e iew [293] abou he speci ic esea ch p ocedu es employed in s udies on mo i a ion in adul educa ion and lea ning. Key aspec s such as sample sizes, me hods o da a collec ion, and esea ch ins umen s emain insu icien ly explo ed. This gap limi s ou abili y o assess how ad anced esea ch in his sub- ield uly is and whe he i con inues o be a me hodological unde dog (Boe en, 2018), as is o en he case wi h many quan i a i ely o ien ed s udies in he b oade ield o adul educa ion and lea ning. To add ess his gap, we ha e o mula ed ou inal esea ch ques ion:  RQ4: Wha me hodological designs a e employed in empi ical s udies ocusing on mo i a ion in adul educa ion and lea ning? Me hods Scoping e iew In o de o sys ema ically map and explo e he scope and cha ac e is ics o empi ical esea ch on mo i a ion in adul educa ion and lea ning, we employed a scoping e iew me hodology. Scoping e iews ha e become inc easingly popula in ecen yea s, being employed e ec i ely o e iew esea ch in highe educa ion and ela ed ields (Li e al., 2021). This app oach is pa icula ly well-sui ed o iden i ying he scope, na u e, and ex en o e idence in eme ging o complex esea ch ields, as well as o cla i ying key concep s and knowledge gaps (A ksey & O’Malley, 2005; Le ac e al., 2010). Unlike sys ema ic e iews, which aim o na owly syn hesise esul s, scoping e iews seek o map how a opic has been app oached ac oss s udies, disciplines and con ex s. This makes i especially ele an o ou esea ch subjec , which spans mul iple heo e ical and me hodological adi ions. The e iew p ocess adhe ed o he PRISMA-ScR (P e e ed Repo ing I ems o Sys ema ic Re iews and Me a-Analyses Ex ension o Scoping Re iews) guidelines, which aim o ensu e he anspa en and comp ehensi e epo ing o scoping e iews (T icco e al., 2018; Page e al., 2021). These guidelines p o ide a s uc u ed amewo k o documen ing he iden i ica ion, sc eening, eligibili y and inclusion o s udies, he eby enhancing anspa ency and ep oducibili y. When designing he e iew, we we e guided by A ksey and O’Malley‘s (2005). Figu e 1 below illus a es he p ocedu e used o s udy selec ion and exclusion, p esen ing he PRISMA-ScR low diag am adap ed o he scoping e iew p ocess. Figu e 1. PRISMA-ScR model o he s udy selec ion p ocedu e. Sou ce: Au ho s’ own igu e Reco ds iden i ied om: Da abases (n=1343) Reco ds emo ed be o e sc eening: Duplica e eco ds emo ed (n=114) Excluded based on c i e ia (n=575) Iden i ica ion o s udies ia da abases Iden i ica ion [294] Bílá & Kalenda IdenƟ icaƟon, sc eening, and s udy inclusion The iden i ica ion o ele an li e a u e was conduc ed in wo phases. The ini ial sea ch, conduc ed in Janua y 2024, used wo majo mul idisciplina y da abases: Web o Science and Scopus. These pla o ms we e chosen because o hei ex ensi e co e age o pee - e iewed academic jou nals, and because o hei well-es ablished ole in acili a ing anspa en and ep oducible li e a u e sea ches in e idence mapping s udies (Gusenbaue & Haddaway, 2021; Ma ín-Ma ín e al., 2018). Subsequen ly, he sea ch s a egy was e ined and expanded using addi ional keywo ds o ensu e b oade co e age o ele an s udies. The second phase o he sea ch was conduc ed in Ma ch 2025. This ex ended sea ch included eco ds published up o 2024, which we e hen applied e ospec i ely o he o iginal da abases. The sea ch s a egy was buil a ound he keywo d mo i a ion, combined wi h one o he ollowing e ms: adul educa ion, adul lea ning, o con inuous educa ion. This combina ion was chosen o cap u e a b oad ye hema ically cohe en body o li e a u e ocused on mo i a ional aspec s in adul educa ion and lea ning con ex s. The in en ion was o include di e se concep ualisa ions o adul educa ion and lea ning while main aining a clea hema ic link o mo i a ion. The sea ch e ms we e simul aneously applied o i les, abs ac s, and keywo ds in bo h da abases o ensu e he ele ance and consis ency o e ie ed s udies. Reco ds sc eened (n=654) Reco ds excluded (n=167) Repo s sough o e ie al (n=487) Repo s no e ie ed (n=25) Repo s assessed o eligibili y (n=462) Repo s excluded: Desc ip i e s udies (n=11) No adul s (n=78) Mo i a ion no pa o he esea ch (n=278) S udies included in e iew (n=95) Sc eenin g Included Empi ical esea ch on moƟ aƟon in adul educaƟon and lea ning: A scoping e iew [295] A o al o 1 343 s udies we e iden i ied and sc eened based on he ollowing inclusion c i e ia: (1) publica ion in a pee - e iewed jou nal wi h ull- ex a ailabili y (publica ion ype); (2) classi ica ion in he ield o Psychology o Social Sciences, whe e he subca ego y Educa ion is mos equen ly assigned ( ield o s udy); (3) publica ion in any language (language); and (4) empi ical esea ch design. S udies ha p esen ed pu ely heo e ical discussions o mo i a ion wi hou empi ical da a we e excluded. As a esul o his p ocess, 654 s udies we e iden i ied. Con a y o p e ious s udies in he ield (e.g., Fejes & Nylande , 2014; Nylande e al., 2022; Rubenson & El e , 2015; Taylo , 2001), ou c i e ia di e , pa icula ly ega ding he ield o s udy and language. Mos p io esea ch ocused on sys ema ically mapping s udies wi hin a na ow ange o jou nals ( ypically i e o six) speci ically ela ed o adul educa ion and lea ning. In con as , we adop ed much b oade inclusion c i e ia, allowing us o iden i y empi ical esea ch on mo i a ion beyond his limi ed subse o jou nals. Fu he mo e, we included s udies no published in English o b oaden ou scope, as he p e iously iden i ied anglophone o ien a ion migh s em om an o e ly na ow ocus on a limi ed se o jou nals published in English by anglophone publishing houses. This inclusion s a egy has a di ec connec ion o ou RQ2 and RQ3. The ini ial sc eening o he 654 e ie ed eco ds was based solely on he con en o hei abs ac s. Each abs ac was e alua ed o i s ele ance o he opic and o e idence o an empi ical in es iga ion o mo i a ion in he con ex o adul educa ion and lea ning. S udies we e excluded a his s age only i he abs ac clea ly indica ed ha he pape did no in ol e empi ical esea ch on mo i a ion o was un ela ed o adul lea ning con ex s. In cases whe e he abs ac was ambiguous o lacked su icien de ail o de e mine i s empi ical ocus, he ull ex was ob ained and e iewed o ensu e accu a e inclusion o exclusion. This sc eening p ocess le o he exclusion o 167 s udies. The emaining 487 s udies unde wen a comp ehensi e ull- ex e iew. This phase in ol ed a seconda y assessmen o ele ance, wi h p io a en ion gi en o each s udy‘s empi ical dimension. To enable hei assessmen , ull ex s o non-English a icles (n=13) we e ansla ed in o English using la ge language models. Pape s we e excluded i hey we e pu ely heo e ical, in ol ed esponden s unde he age o 16, o e e ed o mo i a ion only wi hin he heo e ical amewo k wi hou inco po a ing i in o he empi ical in es iga ion – his la e c i e ion accoun ed o he majo i y o exclusions. The minimum age h eshold o pa icipan s in ou e iew was se a 16, aligning wi h he s anda d used by he PIAAC su ey (OECD, 2024), which includes indi iduals aged 16 and abo e. This age ep esen s he lowes easonable limi . Fu he mo e, o ensu e he eliabili y o he inclusion p ocess, he sc eening was conduc ed join ly by wo e iewe s. Any disc epancies o bo de line cases we e discussed and esol ed h ough consensus. Ul ima ely, 95 s udies we e selec ed o con en analysis, guided by he ou esea ch ques ions (RQ1-RQ4) (see also Fig. 1 abo e). Al hough ou analysis was no con ined o English-language ex s, 82 o he 95 s udies examined we e published in English. Spanish appea ed in six s udies, while Hunga ian and Ge man we e each ep esen ed in wo. Czech, F ench, and Se bian ea u ed in one s udy each, unde sco ing he ela i ely limi ed linguis ic di e si y wi hin he published li e a u e. The con en analysis was conduc ed by wo esea che s. The ca ego isa ion o he included s udies was de eloped induc i ely du ing he coding p ocess, wi h he ecu ing hema ic oci se ing as he basis o iden i ying ca ego ies ela ed o RQ2 and RQ4. The ini ial phase in ol ed a comp ehensi e e iew o all a icles, ollowed by he e inemen o a p elimina y se o ca ego ies h ough he compa ison and g ouping o hema ically simila opics. When assigning indi idual s udies o speci ic ca ego ies, pa icula a en ion was paid o he p ima y analy ical ocus o each a icle. In cases whe e a s udy [296] Bílá & Kalenda add essed mul iple o e lapping domains, classi ica ion was de e mined by he dominan esea ch objec i e, as a icula ed h ough he s udy’s esea ch ques ions, s a ed aims, o analy ical amewo k. Resul s This sec ion p esen s he esul s o he analysis o he selec ed s udies, o ganised acco ding o he esea ch ques ions. Pa icula a en ion is gi en o he e olu ion o esea ch on he opic, he iden i ica ion o key a eas, he geog aphical dis ibu ion o s udies, and me hodological app oach adop ed. A comp ehensi e o e iew and classi ica ion o he indi idual s udies a e p o ided in he Appendices (Tables 4-7). RQ1: How has in e es in he empi ical in esƟgaƟon o moƟ aƟon in adul educaƟon and lea ning e ol ed o e Ɵme? The i s key a ea o analysis ocused on he e olu ion o empi ical esea ch on mo i a ion in adul educa ion and lea ning. The ea lies s udy included in his scoping e iew was published in 1971 (Boshie , 1971). This publica ion was he i s empi ical s udy iden i ied h ough ou sea ch s a egy ha me all inclusion c i e ia. As a esul , he e iew co e s he pe iod om 1971 o 2024 (see Fig. 2). Figu e 2. T ends in he empi ical esea ch on mo i a ion in adul educa ion and lea ning since 1971. Sou ce: Au ho s’ own igu e The empo al dis ibu ion o s udies e eals ha empi ical esea ch on his opic emained spo adic un il 2015, wi h ypically no mo e han one o wo s udies published pe yea . A mo e no iceable and sus ained inc ease began a ound 2016, wi h dis inc peaks in 2016, 2019, 2021, and 2022. No ably, 2021 eme ged as he mos p oli ic, wi h a o al o 12 0 2 4 6 8 10 12 Numbe o s udies Yea Empi ical esea ch on moƟ aƟon in adul educaƟon and lea ning: A scoping e iew [303] Discussion This scoping e iew mapped empi ical esea ch on mo i a ion in adul educa ion and lea ning by analysing s udies published be ween 1971 and 2024. The s udy aimed o iden i y he key esea ch hemes, he geog aphical dis ibu ion o esea ch, and he me hodological app oaches employed in his sub ield. Rega ding he e olu ion o he hema ic ocus (RQ1), he analysis e ealed a s eady inc ease in esea ch on mo i a ion since 1971. While Fejes and Nylande (2023) obse ed a ise in esea ch on mo i a ion, pa icipa ion and a i udes among employees in di e en o ganisa ions s a ing in he 1990s, ou indings sugges ha he boom in in e es in empi ical esea ch on mo i a ion comes almos wo decades la e . Al hough a modes inc ease in esea ch ac i i y can be obse ed a ound 2009, his ise was sho -li ed and ollowed by a empo a y decline. A mo e consis en and sus ained g ow h began only a e 2016, culmina ing in 2021 – he mos p oli ic yea , wi h 12 s udies included. Con a y o he assump ions o some schola s (e.g., Boe en, 2016; Kalenda & Koč a o á, 2022), mo i a ion in adul educa ion and lea ning is cu en ly a equen ly esea ched opic. Howe e , i emains unde ep esen ed in he ield’s leading jou nals and is ma ked by conside able he e ogenei y (see discussion ela ed o RQ2 below). This upwa d end may e lec he g owing in luence o in e na ional o ganisa ions such as he OECD, whose policy amewo ks ha e inc easingly highligh ed lea ne mo i a ion as a c i ical ac o in os e ing adul pa icipa ion in li elong lea ning (OECD, 2023). Addi ionally, he a ailabili y o la ge-scale in e na ional su eys, like he PIAAC om 2012 and he Adul Educa ion Su ey om 2011 and 2016, which also included i ems o measu ing mo i a ion, has become accessible o esea che s. The analysis o speci ic empi ical esea ch hemes on mo i a ion wi hin adul educa ion and lea ning (RQ2) e ealed i s complexi y, encompassing a b oad ange o sub opics. The mos ex ensi ely examined hema ic ca ego y ocused on speci ic mo i a ion among speci ic a ge g oups, such as cou se pa icipan s, non- adi ional s uden s, o second-chance lea ne s. The in e es aligns closely wi h he e ol ing na u e o o mal educa ion sys ems in la e mode n socie y as hey con inue o adap o he dynamic o highe demands o adul educa ion. O e he las decades, pa icipa ion in o mal educa ion ac oss many Eu opean coun ies has expanded (Eu os a , 2024), accompanied by a ise in he p opo ion o non- adi ional s uden s (Shilling o d & Ka lin, 2013). This de elopmen is u he ma ked by an inc eased ocus on p e iously o e looked a ge g oups, such as low-skilled indi iduals his o ically ma ginalised by educa ion policy and ins i u ions (Boe en, 2016; Kond up, 2015). This shi highligh s a g owing ecogni ion o he need o educa ion o all popula ion g oups – no only om a pe spec i e o social jus ice pe spec i e bu also in e ms o economic and social sus ainabili y (Ges huizen & Scheepe s, 2010). The second mos p ominen heme was mo i a ion o lea ning a he na ional popula ion le el, which may indica e inc easing e o s by go e nmen s and in e na ional o ganisa ions o enhance adul pa icipa ion in lea ning (Desja dins, 2017; Dæhlen & U e, 2009; Kond up, 2015), as well as he g owing p esence o in e na ional compa a i e da a on mo i a ion ha was men ioned abo e. The hi d esea ch ques ion (RQ3) explo ed he geog aphical con ex aming he empi ical s udies. Ou indings only pa ially align wi h p e ious esea ch (Fejes & Nylande , 2014, 2015, 2019; Rubenson & El e , 2015, 2019). Anglophone coun ies con inue o domina e he ield o mo i a ion esea ch, con ibu ing 39 o he 95 s udies e iewed. Howe e , when iewed om a geog aphical pe spec i e, he majo i y o mo i a ion- ela ed esea ch o igina es in Eu ope, wi h a ma ked concen a ion ac oss he [304] Bílá & Kalenda con inen . In con as , non-Wes e n coun ies accoun o only a small ac ion o he o e all esea ch co pus. Al hough s udies published in languages o he han English we e included, hey ep esen less han 14% o he o al. This limi ed ep esen a ion is likely in luenced by he na u e o he da abases u ilised, which end o p i ilege publica ions in English (Mongeon & Paul-Hus, 2016). The inal esea ch ques ion (RQ4) examined me hodological app oaches used in s udying mo i a ion in adul educa ion. Al hough quali a i e me hodologies ha e adi ionally been a ou ed in adul educa ion esea ch (Boe en, 2019; Rubenson & El e , 2019), quan i a i e me hods ha e consis en ly domina ed his speci ic a ea o s udy om i s incep ion. O e ime, quali a i e and mixed-me hods app oaches ha e also eme ged, b oadening he me hodological spec um. Howe e , quan i a i e esea ch con inues o p e ail, e lec ing he esea ch´s his o ical emphasis on measu able ou comes and s a is ical analysis. The dominance o quan i a i e me hods in his con ex can p obably be a ibu ed o he psychome ic adi ion. Mo i a ion, as a concep , o igina es in psychology, whe e i has his o ically been examined using quan i a i e app oaches (Lamb e al., 2019). While quan i a i e me hods a e powe ul ools o da a analysis, hei applica ion does no au oma ically gua an ee high-quali y esul s. Iden i ied weaknesses in me hodological igou – such as he equen use o un alida ed esea ch ins umen s in he esea ch (n=33) – highligh ed he need o imp o ed design and applica ion o measu emen ins umen s. These limi a ions can comp omise he alidi y and eliabili y o he indings, es ic ing he gene alisabili y o esul s o a b oade popula ion. Mo eo e , his esea ch sub ield demons a es a no able lack o mixed-me hods esea ch and s udies wi h longi udinal design, which could p o ide a deepe insigh in o he e olu ion o mo i a ional ac o s o e ime (Field, 2011; Yamashi a e al., 2022). Add essing hese gaps is essen ial o ad ancing he me hodological obus ness and comp ehensi eness o esea ch on mo i a ion in adul educa ion. Limi s o he s udy This scoping e iew is subjec o se e al me hodological limi a ions. Fi s ly, he exclusi e use o Web o Science and Scopus may ha e es ic ed he ange o included s udies, po en ially o e looking aluable con ibu ions ound in g ey li e a u e, lesse -known egional jou nals, o specialised disciplina y da abases. Secondly, despi e e o s o inco po a e non-English s udies, he inal da ase is hea ily weigh ed owa ds English- language publica ions – a e lec ion o bo h inhe en da abase biases and p e ailing no ms in academic publishing (Mongeon & Paul-Hus, 2016). Thi dly, he delibe a e exclusion o pu ely heo e ical pape s, while me hodologically consis en , may ha e inad e en ly omi ed signi ican concep ual wo k ha in o ms and shapes empi ical esea ch in he ield. Fu u e di ecƟons Based on ou indings, se e al key di ec ions o ad ancing esea ch on mo i a ion in adul educa ion and lea ning can be iden i ied. Despi e i s impo ance and he g owing in e es o schola s, mo i a ion esea ch emains highly agmen ed in he ield. In his con ex , i is impo an o u he in es iga e he oo s o his agmen a ion, which may s em om he a ying disciplina y amewo ks ha shape esea ch and di e ing publica ion s a egies. This includes an analysis o he disciplina y backg ounds Empi ical esea ch on moƟ aƟon in adul educaƟon and lea ning: A scoping e iew [305] o esea che s ocusing on mo i a ion in adul educa ion and lea ning. Addi ionally, his agmen a ion may be d i en by di e gen concep ualisa ions and heo e ical app oaches o mo i a ion. These mus be examined in o de o be e unde s and he heo e ical aming unde pinning his body o esea ch. Bo h o hese di ec ions a e well-sui ed o he u u e scoping esea ch. Beyond ha , u u e empi ical esea ch should p io i ise in es iga ing he mo i a ion o di e en subpopula ions o adul lea ne s e en mo e. These g oups may include: (1) indi iduals pu suing (non- o mal) educa ion no only o ca ee de elopmen bu also ou side he wo ld o wo k; (2) adul s e u ning o ( o mal) educa ion a e an ex ended b eak, especially wi h a speci ic demog aphic backg ound, like mig an s o he i s - gene a ion-uni e si y-s uden s; and (3) adul s wi h speci ic lea ning needs. Each o hese subpopula ions has dis inc mo i a ional d i e s, in luenced by in insic ac o s like pe sonal in e es and sel - ul ilmen and ex insic ac o s such as labou ma ke demands and social p essu es. A nuanced unde s anding o hese g oups would help ailo bo h na ional and local ( egional) educa ional s a egies o hei unique con ex s. The mo i a ion o educa o s wa an s g ea e a en ion, as hei mo i a ion signi ican ly impac s he quali y o lea ning and pa icipan s’ engagemen . Unde s anding wha d i es educa o s could lead o s a egies ha enhance eaching e ec i eness and lea ne ou comes. Imp o ing he me hodological quali y o esea ch is essen ial o p oducing eliable esul s and deepening ou unde s anding o mo i a ion in adul educa ion. Fu u e s udies should: (1) use mo e alida ed ools in quan i a i e esea ch o ensu e he eliabili y and accu acy o indings; (2) emb ace mo e mixed-me hod app oaches, combining quan i a i e and quali a i e me hods o p o ide a mo e comp ehensi e iew o mo i a ional phenomena in adul educa ion; (3) employ new inno a i e me hodologies, such as ca d-so ing me hod (B oek e al., 2024) o panel su eys (dos San os e al., 2024) o explo e long- e m changes in mo i a ion and he con ex ual ac o s shaping adul lea ning ajec o ies. By add essing hese di ec ions, u u e esea ch can signi ican ly con ibu e o unde s anding mo i a ion in adul educa ion. Decla aƟon o con licƟng in e es s The au ho s decla e no po en ial con lic s o in e es wi h espec o he esea ch, au ho ship o publica ion o his a icle. Funding This pape was suppo ed by he p ojec Mo i ace k účas i na zdělá ání a školení dospělých” [Mo i a ion o Pa icipa ion in Adul Educa ion and T aining] (IGA/FHS/2024/002). Re e ences Aljohani, O. H., & Alajlan, S. M. (2020). Mo i a ing Adul Lea ne s o Lea n a Adul -Educa ion Schools in Saudi A abia. Adul Lea ning, 31(4), 150-160. h ps://doi.o g/10.1177/1045159519899655 A ksey, H., & O’Malley, L. (2005). Scoping s udies: owa ds a me hodological amewo k. In e na ional Jou nal o Social Resea ch Me hodology, 8(1), 19-32. h ps://doi.o g/10.1080/1364557032000119616 [306] Bílá & Kalenda Boe en, E. (2016). Li elong lea ning pa icipa ion in a changing policy con ex : An in e disciplina y heo y. Palg a e Macmillan. Boe en, E. (2017). Resea ching li elong lea ning pa icipa ion h ough an in e disciplina y lens. In e na ional Jou nal o Resea ch & Me hod in Educa ion, 40(3), 299-310. h ps://doi.o g/10.1080/1743727x.2017.1287893 Boe en, E. (2018). The Me hodological Unde dog: A Re iew o Quan i a i e Resea ch in he Key Adul Educa ion Jou nals. Adul Educa ion Qua e ly, 68(1), 63-79. h ps://doi.o g/10.1177/0741713617739347 Boe en, E. (2019). Quan i a i e esea ch in esea ch on he educa ion and lea ning o adul s. In A. Fejes & E. Nylande (Eds.), Mapping ou he esea ch ield o adul educa ion and lea ning (pp. 139-155). Sp inge . Boe en, E., & Hol o d, J. (2016). Voca ionalism Va ies (a Lo ): A 12-Coun y Mul i a ia e Analysis o Pa icipa ion in Fo mal Adul Lea ning. Adul Educa ion Qua e ly, 66(2), 120-142. h ps://doi.o g/10.1177/0741713615624207 Boe en, E., Hol o d, J., Nicaise, I., & Bae , H. (2012a). Why do adul s lea n? De eloping a mo i a ional ypology ac oss 12 Eu opean coun ies. Globalisa ion Socie ies and Educa ion, 10(2), 247-269. h ps://doi.o g/10.1080/14767724.2012.678764 Boe en, E., Nicaise, I., Roosmaa, E.-L., & Saa , E. (2012b). Fo mal adul educa ion in he spo ligh : P o iles, mo i a ions and expe iences o pa icipan s in 12 Eu opean coun ies. In S. Riddell, J. Ma kowi sch, & E. Weedon (Eds.), Li elong lea ning in Eu ope: Equi y and e iciency in he balance (pp. 63-86). B is ol Uni e si y P ess. Boshie , R., W. (1971). Mo i a ional o ien a ions o adul educa ion pa icipan s: A ac o analy ic explo a ion o Houle‘s ypology. Adul Educa ion Qua e ly, 21(2), 3-26. h ps://doi.o g/10.1177/074171367102100201 Bou dieu, P., & Wacquan , L. J. D. (1992). An In i a ion o Re lexi e Sociology. Uni e si y o Chicago P ess. B oek, S. D., Van de Linden, J., Kuijpe s, C., & Semeijn, J. H. (2024). Local le el conduci e socio- spa ial en i onmen s o adul s o engage in lea ning: Pilo ing an empi ical explo a ion based on ca d-so ing. In C. Nägele, B. Esmond, N. Ke sh, & B. E. S alde (Eds.), T ends in oca ional educa ion and aining esea ch: P oceedings o he Eu opean Con e ence on Educa ional Resea ch (ECER), Voca ional Educa ion and T aining Ne wo k (pp. 17-29). VETNET. h ps://doi.o g/10.5281/zenodo.13236259 Bukho i, B., Said, H., Wijaya, T., & Mohamad No , F. (2019). The E ec o Sma phone Addic ion, Achie emen Mo i a ion, and Tex book Reading In ensi y on S uden s’ Academic Achie emen . In e na ional Jou nal o In e ac i e Mobile Technologies, 13(09), 66-80. h ps://doi.o g/10.3991/ijim. 13i09.9566 Chen, Z., & A yadous , V. (2023). Tes ing he measu emen in a iance o he wo k mo i a ion scale o aining and adul educa ion in a na ionwide s udy o Singapo e. Cu en Psychology, 42(4), 3122- 3133. h ps://doi.o g/10.1007/s12144-021-01579-w Cook, D. A., & A ino, A. R. (2016). Mo i a ion o lea n: an o e iew o con empo a y heo ies. Medical Educa ion, 50(10), 997-1014. h ps://doi.o g/10.1111/medu.13074 Coşkun, Y. D., & Demi el, M. (2010). Li elong lea ning endency scale: The s udy o alidi y and eliabili y. P ocedia Social and Beha io al Sciences, 5, 2343-2350. h ps://doi.o g/10.1016/j.sbsp o.2010.07.461 Dæhlen, M., & U e, O. B. (2009). Low‐skilled adul s in o mal con inuing educa ion: Does hei mo i a ion di e om o he lea ne s? In e na ional Jou nal o Li elong Educa ion, 28(5), 661- 674. h ps://doi.o g/10.1080/02601370903189948 Desja dins, R. (2017). Poli ical economy o adul lea ning sys ems. Compa a i e s udy o s a egies, policies, and cons ain s. Bloomsbu y Publishing. dos San os, S., Dieckho , M., Ehle , M., & Me ens, A. (2024). Does aining bege aining o e he li e cou se? Cumula i e ad an age in wo k- ela ed non- o mal aining pa icipa ion in Ge many and he UK. Eu opean Sociological Re iew, 40(3), 464-478. h ps://doi.o g/10.1093/es /jcae022 D aghi, M. (2024). The Fu u e o Eu opean Compe i i eness. Pa A. A compe i i eness s a egy o Eu ope. Eu opean Commission. Eu os a . (2024). Pa icipa ion a e in educa ion and aining by sex. h ps://ec.eu opa.eu/eu os a /da ab owse / iew/ ng_aes_100/de aul / able?lang=en E ans, K., Ma kowi sch, J., Lee, W. O., & Zukas, M. (Eds.). (2023). Thi d In e na ional Handbook o Li elong Lea ning. Sp inge In e na ional Handbooks o Educa ion. Sp inge . Empi ical esea ch on moƟ aƟon in adul educaƟon and lea ning: A scoping e iew [307] Fejes, A., & Nylande , E. (2014). The Anglophone In e na ional(e): A Bibliome ic Analysis o Th ee Adul Educa ion Jou nals, 2005-2012. Adul Educa ion Qua e ly, 64(3), 222-239. h ps://doi.o g/10.1177/0741713614528025 Fejes, A., & Nylande , E. (2015). How plu alis ic is he esea ch ield on adul educa ion? Domina ing bibliome ical ends, 2005-2012. Eu opean Jou nal o Resea ch on he Educa ion and Lea ning o Adul s, 6(2), 103-123. h p://dx.doi.o g/10.3384/ ela.2000-7426. ela9063 Fejes, A., & Nylande , E. (Eds.). (2019). Mapping ou he Resea ch Field o Adul Educa ion and Lea ning. Sp inge . Field, J. (2011). Resea ching he bene i s o lea ning: he pe suasi e powe o longi udinal s udies. London Re iew o Educa ion, 9(3), 283-292. h ps://doi.o g/10.1080/14748460.2011.616320 Ges huizen, M., & Scheepe s, P. (2010). Economic Vulne abili y among Low-Educa ed Eu opeans: Resou ce, Composi ion, Labou Ma ke and Wel a e S a e In luences. Ac a Sociologica, 53(3), 247-267. h p://www.js o .o g/s able/25782140 Gondim, S. M. G., & Mu i, C. (2011). A ec ions in lea ning si ua ions: a s udy o an en ep eneu ship skills de elopmen cou se. Jou nal o Wo kplace Lea ning, 23(3), 195-208. h ps://doi.o g/10.1108/13665621111117224 Gopalan, V., Abu Baka , J. A., Zulki li, A. N., Alwi, A., & Che Ma , R. (2017). A e iew o he mo i a ion heo ies in lea ning. AIP Con e ence P oceedings, 1891(1), 020043. h ps://doi.o g/10.1063/1.5005376 Gusenbaue , M., & Haddaway, N. R. (2021). Wha e e y esea che should know abou sea ching – cla i ied concep s, sea ch ad ice, and an agenda o imp o e inding in academia. Resea ch Syn hesis Me hods, 12(2), 136-147. h ps://doi.o g/10.1002/j sm.1457 Hol o d, J., Milana, M., Webb, S., Walle , R., Hodge, S., & Knigh , E. (2022). Shaping he ield o li elong educa ion h ough h ee c i ical deba es in he In e na ional Jou nal o Li elong Educa ion. In e na ional Jou nal o Li elong Educa ion, 41(6), 549-571. h ps://doi.o g/10.1080/02601370.2022.2160020 Ilie, V. (2019). S udy on Adul Lea ning Mo i a ion. In e na ional Jou nal o Human and Beha io al Science, 5(1), 11-28. h ps://doi.o g/10.19148/ijhbs.543980 Jus ice, E. M., & Do nan, T. M. (2001). Me acogni i e Di e ences be ween T adi ional-Age and Non adi ional-Age College S uden s. Adul Educa ion Qua e ly, 51(3), 236-249. h ps://doi.o g/10.1177/074171360105100305 Kalenda, J., & Koč a o á, I. (2022). "Why don‘ hey pa icipa e?". Reasons o nonpa icipa ion in adul lea ning and educa ion om he iewpoin o sel -de e mina ion heo y. Eu opean jou nal o Resea ch on he Educa ion and Lea ning o Adul s 13(2), 193-208. h ps://doi.o g/10.25656/01:25177 Knowles, M. S., Hol on, E., & Swanson, R. (2012). The adul lea ne : The de ini i e classic in adul educa ion and human esou ce de elopmen (7 h ed.). Taylo & F ancis. Kond up, S. (2015). Unde s anding Unskilled Wo k as a Condi ion o Pa icipa ion in Adul Educa ion T aining. Eu opean Jou nal o Resea ch on he Educa ion and Lea ning o Adul s, 6(2), 159-173. h ps://doi.o g/10.25656/01:11454 Lamb, M., Csizé , K., Hen y, A., & Ryan, S. (2019). The Palg a e handbook o mo i a ion o language lea ning. Palg a e Macmillan. h ps://doi.o g/10.1007/978-3-030-28380-3 Lazowski, R. A., & Hulleman, C. S. (2016). Mo i a ion In e en ions in Educa ion: A Me a-Analy ic Re iew. Re iew o Educa ional Resea ch, 86(2), 602-640. h ps://doi.o g/10.3102/0034654315617832 Leow, A., Bille , S., Le, A. H., & Chua, S. (2022). G adua es’ pe spec i es on e ec i e con inuing educa ion and aining: pa icipa ion, access and engagemen . In e na ional Jou nal o Li elong Educa ion, 41(2), 212-228. h ps://doi.o g/10.1080/02601370.2022.2044398 Le ac, D., Colquhoun, H., & O’B ien, K. K. (2010). Scoping s udies: ad ancing he me hodology. Implemen a ion Science, 5, 69. h ps://doi.o g/10.1186/1748-5908-5-69 Li, R., Lund, A., & No ds eien, A. (2021). The link be ween lipped and ac i e lea ning: a scoping e iew. Teaching in Highe Educa ion, 28(8), 1993-2027. h ps://doi.o g/10.1080/13562517.2021.1943655 Liodaki, N., & Ka alis, T. (2023). Reasons o Employees’ Pa icipa ion in Con inuing P o essional Educa ion P og ams. Eu opean Jou nal o Educa ion S udies, 10(10), 292-308. ISSN: 2501-1111. Macey, W. H., & Schneide , B. (2008). The meaning o employee engagemen . Indus ial and O ganiza ional Psychology, 1(1), 3-30. h ps://doi.o g/10.1111/j.1754-9434.2007.0002.x Ma ín-Ma ín, A., O duna-Malea, E., Thelwall, M., & Delgado López-Cóza , E. (2018). Google Schola , Web o Science, and Scopus: A sys ema ic compa ison o ci a ions in 252 subjec ca ego ies. Jou nal o In o me ics, 12(4), 1160-1177. h ps://doi.o g/10.1016/j.joi.2018.09.002 [308] Bílá & Kalenda Miguel, C. F. (2013). Jack Michael’s mo i a ion. The Analysis o Ve bal Beha io , 29(1), 3- 11. h ps://doi.o g/10.1007/b 03393119 Milana, M., Webb, S., Hol o d, J., Walle , R., & Ja is, P. (Eds.). (2018). The Palg a e in e na ional handbook on adul and li elong educa ion and lea ning. Palg a e Macmillan. Mongeon, P., & Paul-Hus, A. (2016). The jou nal co e age o Web o Science and Scopus: a compa a i e analysis. Scien ome ics 106(1), 213-228. h ps://doi.o g/10.1007/s11192-015-1765-5 Nylande , E., & Fejes, A. (2023). Li elong lea ning esea ch: The hemes o he e i o y. In K. E ans, W. O. Lee, J. Ma kowi sch, & M. Zukas (Eds.), Thi d in e na ional handbook o li elong lea ning (pp. 119-138). Sp inge . h ps://doi.o g/10.1007/978-3-030-67930-9_2-2 Nylande , E., Fejes, A., & Milana, M. (2022). Explo ing he hemes o he e i o y. A opic modelling app oach o 40 yea s o publica ions in In e na ional Jou nal o Li elong Educa ion (1982–2021). In e na ional jou nal o li elong educa ion, 41(1), 27-44. h ps://doi.o g/10.1080/02601370.2021.2015636 OECD. (2023). OECD Skills Ou look 2023: Skills o a Resilien G een and Digi al T ansi ion. OECD Publishing. h ps://doi.o g/10.1787/27452 29-en OECD. (2024). Do Adul s Ha e he Skills They Need o Th i e in a Changing Wo ld: Su ey o Adul Skills 2023. OECD Publishing. h ps://doi.o g/10.1787/b263dc5d-en Page, M. J., Mohe , D., Bossuy , P. M., Bou on, I., Ho mann, T. C., Mul ow, C. D., ... McKenzie, J. E. (2021). PRISMA 2020 explana ion and elabo a ion: Upda ed guidance and exempla s o epo ing sys ema ic e iews. BMJ, 372, n160. h ps://doi.o g/10.1136/bmj.n160 Pa ks, R., E ans, B., & Ge ch, Y. (2013). Mo i a ions and encul u a ion o olde s uden s e u ning o a adi ional uni e si y. New Ho izons in Adul Educa ion and Human Resou ce De elopmen , 25(3), 62-75. h ps://doi.o g/10.1002/nha3.20031 Pincus, J. D. (2020). Engagemen as Mo i a ion: Academic Models. Ad ance, Decembe 02, 1-35. h ps://doi.o g/10.31124/ad ance.13270574. 1 Pin ich, P. R., & de G oo , E. V. (1990). Mo i a ional and sel - egula ed lea ning componen s o class oom academic pe o mance. Jou nal o Educa ional Psychology, 82(1), 33-40. h ps://doi.o g/10.1037/0022-0663.82.1.33 Pon , B. (2004). Imp o ing Access o and Pa icipa ion in Adul Lea ning in OECD Coun ies. Eu opean Jou nal o Educa ion, 39(1), 31-45. h ps://doi.o g/10.1111/j.0141-8211.2004.00165.x Ro gans, I. J., & Schmid , G. H. (2012). The In ica e Rela ionship Be ween Mo i a ion and Achie emen : Examining he Media ing Role o Sel -Regula ed Lea ning and Achie emen - Rela ed Class oom Beha io s. In e na ional Jou nal o Teaching and Lea ning in Highe Educa ion, 24(2), 197-208. ISSN 1812-9129. Rubenson, K. (1982). Adul educa ion esea ch: In ques o a map o he e i o y. Adul Educa ion Qua e ly, 32(2), 57-74. h ps://doi.o g/10.1177/074171368203200201 Rubenson, K., & El e , M. (2015). Adul Educa ion Resea ch: Explo ing an Inc easingly F agmen ed Map. Eu opean Jou nal o Resea ch on he Educa ion and Lea ning o Adul s, 6(2), 125-138. h ps://doi.o g/10.25656/01:11451 Rubenson, K., & El e , M. (2019). Examining he “weak ield” o adul educa ion. In A. Fejes & E. Nylande (Eds.), Mapping ou he esea ch ield o adul educa ion and lea ning (pp. 15-31). Sp inge . Schulle , T., & Desja dins, R. (2010). The wide bene i s o adul educa ion. In P. Pe e son, E. Bake , & B. McGaw (Eds.), In e na ional encyclopedia o educa ion (pp. 229-233). Else ie . Şen ü k, Ş., & Du an, V. (2020). Li elong lea ning endencies o aine s in adul educa ion. In e na ional Jou nal o E alua ion and Resea ch in Educa ion, 9(1), 1-9. h ps://doi.o g/10.11591/ije e. 9i1.20365 Shilling o d, S., & Ka lin, N. J. (2013). The ole o in insic mo i a ion in he academic pu sui s o non adi ional s uden s. New Ho izons in Adul Educa ion and Human Resou ce De elopmen , 25(3), 91-102. h ps://doi.o g/10.1002/nha3.20033 Taylo , E. W. (2001). Adul Educa ion Qua e ly om 1989 o 1999: A Con en Analysis o all Submissions. Adul Educa ion Qua e ly, 51(4), 322-340. h ps://doi.o g/10.1177/07417130122087322 T icco, A. C., Lillie, E., Za in, W., O‘B ien, K. K., Colquhoun, H., Le ac, D., Mohe , D., Pe e s, M. D. J., Ho sley, T., Weeks, L., Hempel, S., Akl, E. A., Chang, C., McGowan, J., S ewa , L., Ha ling, L., Aldc o , A., Wilson, M. G., Ga i y, C., ... S aus, S. E. (2018). P isma ex ension o scoping e iews (P isma-ScR): Checklis and explana ion. Annals o In e nal Medicine, 169(7), 467-473. h ps://doi.o g/10.7326/M18-0850 UNESCO. (2016). Recommenda ion on Adul Lea ning and Educa ion, 2015. UNESCO Ins i u e o Li elong Lea ning. h ps://unesdoc.unesco.o g/a k:/48223/p 0000245179 Empi ical esea ch on moƟ aƟon in adul educaƟon and lea ning: A scoping e iew [309] Vanslamb ouck, S., Zhu, C., Pynoo, B., Lombae s, K., Tondeu , J., & Sche e , R. (2019). A la en p o ile analysis o adul s uden s’ online sel - egula ion in blended lea ning en i onmen s. Compu e s in Human Beha io , 99, 126-136. h ps://doi.o g/10.1016/j.chb.2019.05.021 Wlodkowski, R. J. (2008). Enhancing adul mo i a ion o lea n: A comp ehensi e guide o eaching all adul s (3 d ed.). Jossey-Bass. Wlodkowski, R. J., & Ginsbe g, M. B. (2017). Enhancing Adul Mo i a ion o Lea n: A Comp ehensi e Guide o Teaching All Adul s (4 h ed.). Jossey-Bass. Yamashi a, T., Cummins, P. A., Milla , R. J., Sahoo, S., & Smi h, T. J. (2019). Associa ions be ween mo i a ion o lea n, basic skills, and adul educa ion and aining pa icipa ion among olde adul s in he USA. In e na ional Jou nal o Li elong Educa ion, 38(5), 538-552. h ps://doi.o g/10.1080/02601370.2019.1666927 Yamashi a, T., Smi h, T. J., Sahoo, S., & Cummins, P. A. (2022). Mo i a ion o lea n by age, educa ion, and li e acy skills among wo king-age adul s in he Uni ed S a es. La ge-scale Assessmen s in Educa ion, 10(1). h ps://doi.o g/10.1186/s40536-022-00119-7 Appendices Table 4. O e iew o esea ch opics wi h e e ences. Sou ce: Au ho s’ own able Gene al Topic Sub opic Numbe o s udies (n) Re e ences Mo i a ion o educa o s 5 Li neh & Li neh (1999); Ka oulis (2011); Heys ek & Te ho en (2015); Şen ü k & Du an (2020); Tza ilkou e al. (2022) Mo i a ion as an aspec o wo k mo i a ion 5 Ren a-Da ids e al. (2016); Za odchiko e al. (2016); Leow e al. (2022); Bella e e al. (2023); Chen & A y adous (2023) Mo i a ion in ela ion o sel - egula ion and lea ning s a e g ies 11 P enzel (1993); Hammond & Feins ein (2005); Kalenda & Vá o á (2017); G a ani (2019); Vanslamb ouck e al. (2019a); Vanslamb ouck e al. (2019b); Chukwuedo e al. (2021); Ro hes e al. (2022); Sánchez-Doménech e al. (2023); Đo đić e al. (2024); Zainuddin e al. (2024) Mo i a ion wi hin na ional popula ions 12 Boshie (1971); Boshie (1977); Go ges & Hollmann (2015); Boe en & Hol o d (2016); Go ges e al. (2016); Pik u nai ė e al. (2017); Kalenda & Koč a o á (2021); Kolud o ic & E cego ac (2021); Sahoo e al. (2021); Go ges & Schmid (2022); Kalenda & Koč a o á (2022); Yamashi a e al. (2022) Mo i a ion among speci ic a ge g oups in adul educa ion and lea ning Cou se pa icipan s 21 Isaac e al. (2001); W igh & McG o y (2005); Van Den Be g e al. (2009); Bake e al. (2010); Delialioglu e al. (2010); S ong & Ha de (2010); Gondim & Mu i (2011); Go ges & Kandle (2011); Cui e al. (2016); Ro hes e al. (2016); Duguine (2017); Ai ola & U sin (2018); Gegen u ne e al. (2019); Kallinikou & Nicolaidou (2019); Lee (2019); Magos & Geo gopapadakou (2021); Ma opoulos e al. (2021); Ali e al. (2022); Niksada e al. (2022); Chen e al. (2023); N g u y en & N g u y en (2024) Non- adi ional s uden s 13 Jus ice & Do nan (2001); Coke (2003); Bye e al. (2007); Shilling o d & Ka lin (2013); F ancois (2014); Abbas (2016); Iñiguez-Be ozpe & Ma cale i (2016); an Rhijn e al. (2016); Amponsah e al (2018); Ho & Kembe (2018); Ga dne e al. (2021);Wang e al. (2022); Szalkowicz & And ewa ha (2024) [310] Bílá & Kalenda Gene al Topic Sub opic Numbe o s udies (n) Re e ences Second- chance lea ne s 0 Go o & Ma in (2009); De Oña Co s e al. (2018); Rande åg & Bos öm (2019); Aljohani & Alajlan (2020); Kei a & Lee (2022); Okwuduba e al. (2022); Ca allo-Be ele (2023); Gu ié ez-De-Rozas e al. (2023a); Gu ié ez-De-Rozas e al. (2023b); Me ens e al. (2024) Low-skilled adul s 7 Dæhlen & U e (2009); P ins & Scha (2009); Ma iage -Ande son e al. (2016); Tikkanen & Nissinen (2018); Liu (2019); Hajdú & Koncz (2021); Hajdú e al. (2022) Elde ly adul s 6 Kim & Me iam (2004); Pa ks e al. (2013); Ca aghe & Golding (2015); Hel e b an (2016); Lin (2020); Hachem (2023) Mi g an s 3 Kisia a (2020); Jõ g i & Ka u (2021); Kamisli (2023) P isone s 2 Pani sides & Moussiou (2019); Héc o -Mo ei a e al. (2020) Table 5. O e iew o esea ch coun ies included in he s udies wi h e e ences. Sou ce: Au ho s’ own able Linguis ic g oup Region Numbe o cases in s udies Coun y Numbe o cases in s udies Re e ences Anglophone coun ies No h Ame ica 26 Canada 4 Boshie (1977); Bye e al. (2007); Go ges e al. (2016); an Rhijn e al. (2016) Uni ed S a es 22 Li neh & Li neh (1999); Isaac e al. (2001); Jus ice & Do nan (2001); Coke (2003); Kim & Me iam (2004); Go o & Ma in (2009); P ins & Scha (2009); an Den Be g e al. (2009); Delialioglu e al. (2010); S ong & Ha de (2010); Pa ks e al. (2013); Shilling o d & Ka lin (2013); F ancois (2014); Hel e b an (2016); Go ges e al. (2016); Liu (2019); Kisia a (2020); Ga dne e al. (2021); Sahoo e al. (2021); Yamashi a e al. (2022); Bella e e al. (2023); Kamisli (2023) Eu ope 10 I eland 4 W igh & McG o y (2005); Ca aghe & Golding (2015); Boe en & Hol o d (2016); Go ges e al. (2016) Sco lan d 1 Boe en & Hol o d (2016) Uni ed Kingdom 5 Hammond & Feins ein (2005); Bake e al. (2010); Abbas (2016); Boe en & Hol o d (2016); Go g es e al. (2016) Oceania 3 Aus alia 2 Go ges e al. (2016); Szalkowicz & And ewa ha (2024) N ew Zealan d 1 Boshie (1971) Empi ical esea ch on moƟ aƟon in adul educaƟon and lea ning: A scoping e iew [311] Linguis ic g oup Region Numbe o cases in s udies Coun y Numbe o cases in s udies Re e ences Non- Anglophone coun ies No he n Eu ope 17 Denma k 3 Go ges e al. (2016); Ma iage - Ande son e al. (2016); Tikkanen & Nissinen (2018) Finland 3 Go ges e al. (2016); Ai ola & U sin (2018); Tikkanen & Nissinen (2018) No way 3 Dæhlen & U e (2009); Go ges e al. (2016); Tikkanen & Nissinen (2018) Sweden 3 Go ges e al. (2016); Tikkanen & Nissinen (2018); Rande åg & Bos öm (2019) Wes e n Eu ope 15 Belgium 4 Boe en & Hol o d (2016); Vanslamb ouck e al. (2019a); Vanslamb ouck e al. (2019b); Me ens e al. (2024) F ance 2 Go ges e al. (2016); Duguine (2017) Ge many 7 P enzel (1993); Go ges & Kandle (2011); Ka oulis (2011); Go ges & Hollmann (2015); Go ges e al. (2016); Gegen u ne e al. (2019); Liu (2019); Go g es & Schmid (2022) N e he lands 1 Go g es e al. (2016) Cen al Eu ope 16 Aus ia 2 Boe en & Hol o d (2016); Go g es e al. (2016) Czech Republic 6 Boe en & Hol o d (2016); Go ges e al. (2016); Kalenda & Vá o á (2017); Kalenda & Koč a o á (2021); Kalenda & Koč a o á (2022); Đo đić e al. (2024) Hunga y 3 Boe en & Hol o d (2016); Hajdú & Koncz (2021); Hajdú e al. (2022) Slo ak Republic 2 Go ges e al. (2016); Đo đić e al. (2024) Slo enia 1 Boe en & Hol o d (2016) Poland 2 Đo đić e al. (2024); Go ges e al. (2016) Eas e n Eu ope 3 Bulga ia 1 Boe en & Hol o d (2016) Es onia 3 Boe en & Hol o d (2016); Go ges e al. (2016); Jõ g i & Ka u (2021) Li huania 2 Boe en & Hol o d (2016); Ro hes e al. (2016) Russia 2 Boe en & Hol o d (2016); Za odchiko e al. (2016) Sou he n Eu ope 21 C oa ia 1 Kolud o ic & E cego ac (2021) Cyp us 2 G a ani (2019); Kallinikou & N icolaidou (2019) G eece 5 G a ani (2019); Pani sides & Moussiou (2019); Magos & Geo gopapadakou (2021); Ma opoulos e al. (2021); Tza ilkou e al. (2022) [312] Bílá & Kalenda Linguis ic g oup Region Numbe o cases in s udies Coun y Numbe o cases in s udies Re e ences I aly 2 Go ges e al. (2016); Iñiguez- Be ozpe & Ma cale i (2016) Po u g al 2 Ro hes e al. (2016); Ro hes e al. (2022) Se bia 1 Đo đić e al. (2024) Spain 8 Héc o -Mo ei a e al. (2020); Go ges e al. (2016); Iñiguez- Be ozpe & Ma cale i (2016); Ren a-Da ids e al. (2016); De Oña Co s e al. (2018); Gu ié ez- De-Rozas e al. (2022); Gu ié ez-De-Rozas e al. (2023); Sánchez-Doménech e al. (2023) Eas Asia 8 China 2 Cui e al. (2016); Wang e al. (2022) Hon g Kon g 1 Ho & Kembe (2018) Ko ea 2 Go ges e al. (2016); Liu (2019) Taiwan 2 Lin (2020); Chen e al. (2023) Japan 1 Go g es e al. (2016) Sou heas Asia 5 Singapo e 2 Chen & A yadous (2023); Leow e al. (2022) Thailan d 1 Lee (2019) Vie na m 1 Ng u y en & N g u y en (2024) Indonesia 1 Zainuddin e al. (2024) Cen al Asia 1 I an 1 Niksada e al. (2022) Wes Asia 3 Lebanon 1 Hachem (2023) Saudi A abia 1 Al j ohani & Ala j lan (2020) Tu ke y 1 Şen ü k & Du an (2020) A ica 7 Nige ia 2 Chukwuedo e al. (2021); Okwuduba e al. (2022) Ghana 1 Amponsah e al (2018) Sou h A ica 1 He y s ek & Te ho en (2015) Mo occo 1 Ali e al. (2022) E gy p 1 Abbas (2016) Gambia 1 Kei a & Lee (2022) Sou h Ame ica 2 B azil 1 Gondim & Mu i (2011) Chile 1 Ca allo-Be ele (2023) No e: Resul s a e no cumula i e Table 6. Summa y o quan i a i e esea ch ins umen s used in adul educa ion s udies wi h e e ences. Sou ce: Au ho s’ own able Non- alida ed Resea ch ins umen s Resea ch Ins umen Numbe Type Numbe Re e ences Su eys 42 Au ho s in en o y/ques ionnai e 33 P enzel (1993); Isaac e al. (2001); W igh & McG o y (2005); Van Den Be g e al. (2009); Bake e al. (2010); Delialioglu e al. (2010); Gondim & Mu i (2011); Go ges & Kandle (2011); Ka oulis (2011); Ca a g he & Empi ical esea ch on moƟ aƟon in adul educaƟon and lea ning: A scoping e iew [319] Lee, H. Y. (2019). Lea ning Chinese as he Uni ed Na ions Language? Implica ions o Language Lea ning Mo i a ion and Iden i y. In e na ional Jou nal o Highe Educa ion, 9(1), 168. h ps://doi.o g/10.5430/ijhe. 9n1p168 Leow, A., Bille , S., Le, A. H., & Chua, S. (2022). G adua es’ pe spec i es on e ec i e con inuing educa ion and aining: pa icipa ion, access and engagemen . In e na ional Jou nal o Li elong Educa ion, 41(2), 212-228. h ps://doi.o g/10.1080/02601370.2022.2044398 Lin, Y. (2020). Suppo Ma e s: P edic o s o in insic mo i a ion in olde lea ne s in Taiwan. Aus alian Jou nal o Adul Lea ning, 60(2), 190-212. ISSN: 1443-1394. Liu, H. (2019). Low-nume a e adul s, mo i a ional ac o s in lea ning, and hei employmen , educa ion and aining s a us in Ge many, he US, and Sou h Ko ea. ZDM – Ma hema ics Educa ion, 52(3), 419-431. h ps://doi.o g/10.1007/s11858-019-01108-x Li neh, C., & Li neh, H. (1999). Con inuing P o essional Educa ion among Educa o s: P edic o s o Pa icipa ion in Lea ning Ac i i ies. Adul Educa ion Qua e ly, 49(2), 91-106. h ps://doi.o g/10.1177/074171369904900202 Magos, K., & Geo gopapadakou, K. (2021). “Why do you lea n Tu kish, Ma ia?”. Resea ching he G eek ci izens’ mo i es and di icul ies in lea ning Tu kish as o eign language. The Jou nal o Language Teaching and Lea ning, 11(1), 40-52. Ma iage -Ande son, K., Co , P., & Thomsen, R. (2016). ‘In eali y, I mo i a e mysel !’. ‘Low-skilled’ wo ke s’ mo i a ion: be ween indi idual and socie al na a i es. B i ish Jou nal o Guidance and Counselling, 44(2), 171-184. h ps://doi.o g/10.1080/03069885.2016.1145191 Ma opoulos, A., Pampou i, A., & Ki ia zakou, K. (2021). Adul s’ mo i es and ba ie s o pa icipa ion in mixed and asynch onous lea ning aining p og ams. Jou nal o e-Lea ning and Knowledge Socie y, 17(1), 29-38. h ps://doi.o g/10.20368/1971-8829/1135256 Me ens, B., De Maeye , S., & Donche, V. (2024). Explo ing lea ne p o iles among low-educa ed adul s in second-chance educa ion: indi idual di e ences in quan i y and quali y o lea ning mo i a ion and lea ning s a egies. Eu opean Jou nal o Psychology o Educa ion, 39(4), 3963-3987. h ps://doi.o g/10.1007/s10212-024-00834-5 Nguyen, L. a. P., & Nguyen, T. H. B. (2024). A s udy on adul lea ne s o English as a Fo eign language in Vie nam: Mo i a ions, ad an ages, and challenges. In e na ional Jou nal o Language Ins uc ion, 3(1), 31-42. h ps://doi.o g/10.54855/ijli.24313 Niksada , N., Rakhshande ou, S., Nega andeh, R., Ramezankhani, A., Fa ahani, A. V., & Gha a i, M. (2022). Conco dance o he ca dio ascula pa ien educa ion wi h he p inciples o And agogy model. A chi es o Public Heal h, 80(1). h ps://doi.o g/10.1186/s13690-021-00763-5 Okwuduba, E. N., Rau , R. a. A., Zulnaidi, H., & Nwosu, K. C. (2022). Con ibu ion o pe cei ed acul y ca ing (FC) and s uden engagemen (SE) o li elong lea ning (LLL) o pos -seconda y emedia ed (PSR) science s uden s. Heliyon, 8(9), e10546. h ps://doi.o g/10.1016/j.heliyon.2022.e10546 Pani sides, E. A., & Moussiou, E. (2019). Wha does i ake o mo i a e inma es o pa icipa e in p ison educa ion? An explo a o y s udy in a G eek p ison. Jou nal o Adul and Con inuing Educa ion, 25(2), 157-177. h ps://doi.o g/10.1177/1477971419840667 Pa ks, R., E ans, B., & Ge ch, Y. (2013). Mo i a ions and encul u a ion o olde s uden s e u ning o a adi ional uni e si y. New Ho izons in Adul Educa ion and Human Resou ce De elopmen , 25(3), 62-75. h ps://doi.o g/10.1002/nha3.20031 Pik u nai ė, I., Jonuše ičienė, J., & Ka olius, R. (2017). Adul non- o mal lea ning mo i es and u u e needs: Klaipėda ci y’s case. Managemen Theo y and S udies o Ru al Business and In as uc u e De elopmen , 39(1), 69-85. h ps://doi.o g/10.15544/m s.2017.06 P enzel, M. (1993). Au onomie und Mo i a ion im Le nen E wachsene [Au onomy and Mo i a ion in Adul Lea ning]. Zei sch i Fü Pädagogik, 39(2), 239-253. h ps://doi.o g/10.25656/01:11174 P ins, E., & Scha , K. A. (2009). Indi idual and S uc u al A ibu ions o Po e y and Pe sis ence in Family Li e acy P og ams: The Resu gence o he Cul u e o Po e y. Teache s College Reco d he Voice o Schola ship in Educa ion, 111(9), 2280-2310. h ps://doi.o g/10.1177/016146810911100902 Rande åg, L., & Bos öm, L. (2019). Comple ing S udies in Al e na i e Ways in Adul Educa ion. ‘Who has old me ha I canno . . .?’ In e na ional Jou nal o Lea ning Teaching and Educa ional Resea ch, 18(7), 165-183. h ps://doi.o g/10.26803/ijl e .18.7.11 Ro hes, A., Lemos, M. S., & Gonçal es, T. (2016). Mo i a ional P o iles o Adul Lea ne s. Adul Educa ion Qua e ly, 67(1), 3-29. h ps://doi.o g/10.1177/0741713616669588 Ro hes, A., Lemos, M. S., & Gonçal es, T. (2022). The In luence o S uden s’ Sel -De e mina ion and Pe sonal Achie emen Goals in Lea ning and Engagemen : A Media ion Model o adi ional and Non adi ional s uden s. Educa ion Sciences, 12(6), 369. h ps://doi.o g/10.3390/educsci12060369 [320] Bílá & Kalenda Sahoo, S., Milla , R. J., Yamashi a, T., & Cummins, P. A. (2021). Educa ional a ainmen , li e acy skills, na i i y, and mo i a ion o lea n among Middle-Aged adul s in he Uni ed S a es. Adul Lea ning, 34(1), 15-29. h ps://doi.o g/10.1177/10451595211048554 Sánchez-Doménech, I., Cabeza-Rod íguez, M.A., Ca aballo-Román, R. (2023). New online mas e s uden p o iles: sel -di ec ed lea ning and mo i a ion in he heo e ical. REDU. Re is a de Docencia Uni e si a ia, 21(1), 83-98. h ps://doi.o g/10.4995/ edu.2023.16894 Şen ü k, Ş., & Du an, V. (2020). Li elong lea ning endencies o aine s in adul educa ion. In e na ional Jou nal o E alua ion and Resea ch in Educa ion (IJERE), 9(1), 1. h ps://doi.o g/10.11591/ije e. 9i1.20365 Shilling o d, S., & Ka lin, N. J. (2013). The ole o in insic mo i a ion in he academic pu sui s o non adi ional s uden s. New Ho izons in Adul Educa ion and Human Resou ce De elopmen , 25(3), 91-102. h ps://doi.o g/10.1002/nha3.20033 S ong, R., & Ha de , A. (2010). Mo i a ional o ien a ions o adul s pa icipa ing in a coope a i e Ex ension Mas e Ga dene p og am. The Jou nal o Ex ension, 48(4). h ps://doi.o g/10.34068/joe.48.04.17 Szalkowicz, G., & And ewa ha, L. (2024). Suppo ing s uden s who a e pa en s o succeed in Aus alian highe educa ion. Aus alian Jou nal o Adul Lea ning, 64(1). 105-125. Tikkanen, T., & Nissinen, K. (2018). D i e s o job- ela ed lea ning among low-educa ed employees in he No dic coun ies. In e na ional Jou nal o Li elong Educa ion, 37(5), 615-632. h ps://doi.o g/10.1080/02601370.2018.1554720 Tza ilkou, K., Pe i anou, M., & Economides, A. A. (2022). Fac o s a ec ing eache s’ ans e o ICT aining: Conside ing use ulness and sa is ac ion in a PLS-SEM ans e aining model. Jou nal o Adul and Con inuing Educa ion, 29(1), 86-105. h ps://doi.o g/10.1177/14779714221096500 Van Den Be g, H. A., Dann, S. L., & Di kx, J. M. (2009). Mo i a ions o Adul s o Non-Fo mal Conse a ion Educa ion and Volun ee ism: Implica ions o P og amming. Applied En i onmen al Educa ion & Communica ion, 8(1), 6-17. h ps://doi.o g/10.1080/15330150902847328 Van Rhijn, T., Le o, D. S., & Bu ke, T. (2016). Why Go Back o School? In es iga ing he Mo i a ions o S uden Pa en s o Pu sue Pos –Seconda y Educa ion. New Ho izons in Adul Educa ion and Human Resou ce De elopmen , 28(2), 14-26. h ps://doi.o g/10.1002/nha3.20135 Vanslamb ouck, S., Zhu, C., Pynoo, B., Lombae s, K., Tondeu , J., & Sche e , R. (2019a). A la en p o ile analysis o adul s uden s’ online sel - egula ion in blended lea ning en i onmen s. Compu e s in Human Beha io , 99, 126-136. h ps://doi.o g/10.1016/j.chb.2019.05.021 Vanslamb ouck, S., Zhu, C., Pynoo, B., Thomas, V., Lombae s, K., & Tondeu , J. (2019b). An in-dep h analysis o adul s uden s in blended en i onmen s: Do hey egula e hei lea ning in an ‘old school’ way? Compu e s & Educa ion, 128, 75-87. h ps://doi.o g/10.1016/j.compedu.2018.09.008 Wang, B., Du, Y., & Shen, Q. (2022). In luence o Sus ained Lea ning on Knowledge T ans e abili y in Dis ance Lea ning. In e na ional Jou nal o Eme ging Technologies in Lea ning, 17(10), 273-285. h ps://doi.o g/10.3991/ije . 17i10.30917 W igh , M., & McG o y, O. (2005). Mo i a ion and he adul I ish language lea ne . Educa ional Resea ch, 47(2), 191-204. h ps://doi.o g/10.1080/00131880500104317 Yamashi a, T., Smi h, T. J., Sahoo, S., & Cummins, P. A. (2022). Mo i a ion o lea n by age, educa ion, and li e acy skills among wo king-age adul s in he Uni ed S a es. La ge-scale Assessmen s in Educa ion, 10(1). h ps://doi.o g/10.1186/s40536-022-00119-7 Zainuddin, Z., Chu, S. K. W., & O hman, J. (2024). The e alua ion o gami ica ion implemen a ion o adul lea ne s: A scale de elopmen s udy based on and agogical p inciples. Educa ion and In o ma ion Technologies, 29(14), 18591-18620. h ps://doi.o g/10.1007/s10639-024-12561-x Za odchiko , D. P., Sha o , A. A., Tols ykh, A. А., Kholopo a, E. S., & K i so , A. I. (2016). Pa icula ea u es o in e ela ion o mo i a ion, alues and sense o li e’s meaning as subjec i e ac o s o indi idualizing ajec o y in he sys em o con inuous educa ion. The In e na ional Jou nal o En i onmen al and Science Educa ion, 11(15), 8252-8268.