Hassinger, Hannah

Unterschiedlichste temporale Phänomene haben großen Einfluss auf Entscheidungen für oder gegen die Teilnahme an Weiterbildungsangeboten. Die einseitige Betrachtung von Zeit als Ressource verfehlt die Komplexität solcher Barrieren, weswegen der Beitrag nach einer pädagogischen Zeitsensibilität fragt und die Vielfalt von Zeitstrukturen des lebensumspannenden Lernens und damit auch der Kurspraxis in den Fokus rückt.

The digital transformation of our societies brings new possibilities and new challenges. To shape this transformation in a self-determined and reflexive manner, digital competencies are necessary. The education system in general, and adult education in particular, are addressed as relevant social spaces for acquiring these competencies and considering how educators develop them. We analyse strategies for digital competence development against the backdrop of the interplay of different levels of policy making. First, European guidelines (mega level) are analysed and, then, the national (macro level) governmental strategies are studied. We present findings from interviews with adult education students on the development of their digital competencies (micro level). To analytically differentiate the impact of policies at these levels, we conduct an international comparison of two European Union countries (Portugal and Italy). Drawing on Egetenmeyer (2016), categories of comparison are developed, the two country cases are juxtaposed, and the commonalities and differences are interpreted. Our results contribute to academic reflection on national characteristics in digitalisation discourse and enrich the practical development of strategies.

Education and learning processes cannot be separated from time and temporality. Although current educational research recognizes this, there are still desiderata, especially combining theoretical approaches to qualitative empirical methodological approaches. Therefore, in a current research project we use qualitative-reconstructive methods to investigate the relationship between institutionalized time structures, collective time practices, and subjective experiences of time in the context of paid educational leaves. In this article, we first examine relationships between time and adult education, contextualized to the programmatics of lifelong learning. We then introduce the methodological design of our research project, which combines approaches of qualitative classroom research and biographical (adult) educational research. The analysis interweaves participant observations of courses and narrative interviews with participants, using the documentary method. Using a selected course as an example, we show how this multi-methodological and multi-perspective approach makes it possible to elaborate the complex relationships between collective time practices and subjective experiences of learning time. We focus on structuring the time within the course in contrast to learning time beyond the course and show how different the participants perceive and shape the latter. As conclusion, we elaborate on methodological follow-up questions on temporality that could derive from our current research experiences.