The Impact of the COVID-19 Pandemic on Business in Africa: Implications for Building an Eu-Au Partnership of Equals

Zaščerinska, Jeļena; Aleksejeva, Ludmila Aleksejeva Ludmila; Zaščerinskis, Mihails; Gukovica, Olga; Aļeksejeva, Anastasija

doi:10.15181/rfds.v33i1.2207

Cited by 3 publications

(7 citation statements)

References 5 publications

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“…The collected data were processed within the interpretive paradigm. Interpretive paradigm is useful when the researcher(s) indicate their interest in a phenomenon (Zaščerinska, Aleksejeva, Zaščerinskis, Gukovica, & Aleksejeva, 2021). The researchers themselves interpreted the obtained data (Ahrens, Purvinis, Zaščerinska, Miceviciene, & Tautkus, 2018).…”

Section: Methodsmentioning

confidence: 99%

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Development of Adult Learners’ 21st Century Skills in Greenland: Field Work Analysis

Ahrens

Zaščerinska²,

Markussen³

2023

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The expansion of adult education has been presented as an effective strategy to solve the issues in adult employment. The aim of the present research is to analyse the field work carried out in Nuuk (Greenland) on the development of adult learners’ 21st century skills in Greenland underpinning the elaboration of implications for adult education in Greenland. The methods of the present research comprise both theoretical and empirical methods. The empirical study was based on fieldwork. Two on-site visits in Nuuk between the 8-12th August 2022 were carried out. Observation and participant observation were implemented. A semi-structured interview with two interviewees was conducted. The literature review allows for a conclusion that adult education in Greenland is mentioned neither in Greenland educational policy documents or scientific publications. Despite that, the analysis of the implemented fieldwork allows drawing a conclusion that adult education has been established on a municipal level like the centre Majoriaq, and on a non-governmental level like Kofoeds Skole. Both theoretical and empirical analysis contribute to the conclusion that adult learners’ 21st century skills in Greenland are being developed. However, these skills would need more joint work from all the adult education stakeholders.

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Section: Methodsmentioning

confidence: 99%

“…The researchers themselves interpreted the obtained data (Ahrens, Purvinis, Zaščerinska, Miceviciene, & Tautkus, 2018). Interpretation allows for a meaning to emerge (Zaščerinska, Aleksejeva, Zaščerinskis, Gukovica, & Aleksejeva, 2021).…”

Section: Methodsmentioning

confidence: 99%

Development of Adult Learners’ 21st Century Skills in Greenland: Field Work Analysis

Ahrens

Zaščerinska²,

Markussen³

2023

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“…Interpretive paradigm is characterized by the researcher's practical interest in the research question (Cohen, Manion, & Morrison, 2003). Interpretive paradigm is featured by the researcher's interest in a phenomenon (Zaščerinska, Aleksejeva, Zaščerinskis, Gukovica, & Aleksejeva, 2021). The interpretive paradigm is aimed at analysing the social construction of the meaningful reality (Zaščerinska, Aleksejeva, Zaščerinskis, Gukovica, & Aleksejeva, 2021).…”

Section: Methodology Of the Studymentioning

confidence: 99%

“…Interpretive paradigm is featured by the researcher's interest in a phenomenon (Zaščerinska, Aleksejeva, Zaščerinskis, Gukovica, & Aleksejeva, 2021). The interpretive paradigm is aimed at analysing the social construction of the meaningful reality (Zaščerinska, Aleksejeva, Zaščerinskis, Gukovica, & Aleksejeva, 2021). Meanings emerge from the interpretation (Zaščerinska, Aleksejeva, Zaščerinskis, Gukovica, & Aleksejeva, 2021).…”

Section: Methodology Of the Studymentioning

confidence: 99%

“…The interpretive paradigm is aimed at analysing the social construction of the meaningful reality (Zaščerinska, Aleksejeva, Zaščerinskis, Gukovica, & Aleksejeva, 2021). Meanings emerge from the interpretation (Zaščerinska, Aleksejeva, Zaščerinskis, Gukovica, & Aleksejeva, 2021). The researcher is the interpreter (Ahrens, Purvinis, Zaščerinska, Miceviciene, & Tautkus, 2018).…”

Section: Methodology Of the Studymentioning

confidence: 99%

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Social Sciences’ Transformation in Light of Covid-19

Ahrens

Zaščerinska²

2021

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Transformations in social sciences accelerated by the COVID-19 pandemic remain under-explored. The aim of the article is to analyse scientific literature on social sciences’ transformation in light of COVID-19 underpinning the elaboration of implications for teaching a Research Methodology course to the higher education students. The present research work made use of theoretical and empirical methods. The exploratory study was of qualitative nature. The study carried out in April 2021 was based on the analysis of scientific publications selected from the Web of Science and google search by indicating the key words “COVID-19” and “Social sciences’ transformation”. The conclusion is drawn that social sciences’ transformation to the remote conduct is “a new normal” in the conditions of uncertainty. Virtual fieldwork is proposed to be a new qualitative method in social sciences’ research as some populations live mostly in digital environments. Another conclusion is that there is a need for a balance, when composing the empirical study’s sample, between respondents in the digitally divided populations, namely inclusions of both groups’ - digital and non-digital - respondents. Implications for teaching a Research Methodology course to the higher education students are presented. Research limitations are identified. Directions of further research are proposed.

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Sustainability Values: A Comprehensive Framework for Adult Education

Ahrens,

Dzerviniks,

Skromule

et al. 2024

SIE

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Sustainability means prioritising the needs of all life forms and of the planet by ensuring that human activity does not exceed planetary boundaries. Adult education plays an important role in empowering adult learners to foster sustainability and its values. Sustainability competence is guided by sustainability values. Competence is considered as an educational category, thereby adult education is aimed at infusing sustainability values into adult learning. However, sustainability values are an under-explored area in scientific literature. Only sustainability values for children have been listed. The aim of this research is to analyse sustainability values in scientific literature underpinning the creation of a framework of sustainability values to be embedded into adult education. The exploratory research is employed in this work as there is no well-defined framework of sustainability values. Scientific literature review as a method of investigation is deployed. Obtained data are processed via content analysis. A novel framework of inter-related sustainability values was created. The novel framework is based on the principles of interconnectedness and interdependency of sustainability values. The framework categorizes sustainability values from the external and internal perspectives. A new research question has been formulated: What are modern methods to foster adult learners’ sustainability values?

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The Impact of the COVID-19 Pandemic on Business in Africa: Implications for Building an Eu-Au Partnership of Equals

Cited by 3 publications

References 5 publications

Development of Adult Learners’ 21st Century Skills in Greenland: Field Work Analysis

Development of Adult Learners’ 21st Century Skills in Greenland: Field Work Analysis

Social Sciences’ Transformation in Light of Covid-19

Sustainability Values: A Comprehensive Framework for Adult Education

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