{"title":"Centring adult learners and recognitive justice: work-integrated learning for internationally educated health professionals in Canada.","authors":"Hongxia Shan, Jiin Yoo","doi":"10.1007/s40955-026-00335-6","DOIUrl":"10.1007/s40955-026-00335-6","url":null,"abstract":"<p><p>In Canada, immigrants are a new demographic in work-integrated learning, such as practicums and preceptorships. While work-integrated learning is widely acknowledged as an effective strategy for preparing students for employment, little research has examined the experiences of immigrants in WIL. This paper addresses this gap with a study of internationally educated health professionals. It highlights the benefits and challenges that internationally educated health professionals faced in work-integrated learning. This paper extends work-integrated learning scholarship by centring immigrants as diverse adult learners and recognitive justice. It emphasises the need to reconceptualise work-integrated learning to better support experienced immigrant professionals in accessing and integrating into regulated professions.</p>","PeriodicalId":53359,"journal":{"name":"Zeitschrift fur Weiterbildungsforschung Report","volume":"49 1","pages":"31-47"},"PeriodicalIF":0.0,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13347769/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148425811","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Conceptualising evidence-informed policymaking in European adult learning and education-Moving the intellectual agenda forward.","authors":"Ellen Boeren","doi":"10.1007/s40955-026-00346-3","DOIUrl":"10.1007/s40955-026-00346-3","url":null,"abstract":"<p><p>This paper aims to advance the conceptualisation of evidence-informed policymaking in European Adult Learning and Education. Evidence-informed policymaking is advocated for by international organisations such as the European Commission and the OECD but has also been critiqued in the academic literature. My contribution to the conceptualisation of evidence-informed policymaking in adult learning and education explicitly moves away from a simplistic linear approach in which the production and outputs of research are solely communicated to research users. Instead, I argue for an integrated model that incorporates the relational nature between various actors in policymaking. It furthermore interrogates the role of systems approaches to evidence-informed policymaking in terms of investments in leadership, governance, resources and infrastructures. I aim to position and conceptualise evidence-informed policymaking within broader discussions about evidence and policymaking against the international organisations' ambition to increase European Member States' participation in adult learning and education.</p>","PeriodicalId":53359,"journal":{"name":"Zeitschrift fur Weiterbildungsforschung Report","volume":"49 2","pages":"203-220"},"PeriodicalIF":0.0,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13577996/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148984214","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}