SMILE research team publishes findings on inclusive lifelong learning in the International Journal of Educational Development

Recently, Joshua Ampofo, a full-time postdoctoral researcher at the Shanghai Municipal Institute for Lifelong Education (SMILE), and his team published an article titled "Inclusive lifelong learning for adults: Institutional obligations under UNESCO's education for sustainable development framework" in the SSCI Q1 journal International Journal of Educational Development. The article was published online on 16 March 2026 (DOI: 10.1016/j.ijedudev.2026.103562).

Research Highlights

This study proposes a rights-based framework for inclusive lifelong learning grounded in UNESCO's Education for Sustainable Development principles, identifying six interconnected core features: universal access, relevance to diverse needs, quality and equity, participatory governance, flexible learning pathways, and supportive environments.

Drawing on empirical fieldwork across community learning centers in urban South Africa, the research provides an in-depth account of the compounding barriers faced by marginalized adult learners. Economic constraints, scheduling rigidity, and the psychological weight of prior educational trauma intersect and reinforce one another, forming complex and often insurmountable obstacles.

The findings further demonstrate, qualitative empirical evidence, that the benefits of Universal Design for Learning principles extend well beyond traditionally marginalized groups to all learners, directly challenging the entrenched assumption that inclusive measures necessarily compromise educational quality. Cross-case comparison reveals that comprehensive, multidimensional inclusion strategies, simultaneously addressing structural barriers, pedagogical adaptation, support services, and participatory governance, significantly outperform single-dimension interventions in enhancing learner engagement and overall learning experience.

Building on these findings, the study proposes six institutional-level priority actions encompassing systematic barrier audits, universal design implementation, wraparound support provision, inclusive pedagogy training, equity monitoring systems, and participatory governance structures offering a clear, operationally actionable roadmap for advancing inclusive practice in resource-constrained settings.

Research Overview

This study examines the conceptualization of inclusive lifelong learning within UNESCO's Education for Sustainable Development (ESD) framework and systematically investigates the normative obligations this framework imposes on lifelong learning institutions serving adult learners.

The study draws on two core UNESCO normative instruments: the 2015 Recommendation on Adult Learning and Education (RALE) and the 2021 Berlin Declaration on Education for Sustainable Development. Both documents explicitly position inclusive adult education as a central pathway to achieving Sustainable Development Goal 4 (SDG 4), and each sets out specific institutional obligations for Member States and relevant organizations.

Findings reveal that, while the participating institutions universally articulated commitments to inclusive practice in their policy documents, the three centers' operational understandings of "inclusion" varied considerably, ranging from a narrow focus on access and enrollment to more comprehensive approaches encompassing pedagogical adaptation, support services, and participatory governance. The absence of systematic monitoring mechanisms further constrained institutional accountability for inclusive practice.

Theoretical Framework and Key Findings

This study develops a conceptual framework centered on adult learner agency and rights, identifying six mutually reinforcing core features of inclusive lifelong learning and situating them within the relational structure linking UNESCO's normative instruments and institutional obligations:

• Universal Access: Systematic removal of structural barriers impeding adult participation in learning
• Relevance to Diverse Needs: Differentiated instruction that responds to learners' heterogeneous needs
• Quality and Equity: Ensuring educational provision for marginalized adults meets standards equivalent to mainstream offerings
• Participatory Governance: Substantive empowerment of learners to participate in program design and decision-making
• Flexible Pathways: Modular design accommodating adults' complex life circumstances
• Supportive Environment: Wraparound services including childcare, transportation assistance, and peer mentoring

The research highlights the intersecting nature of the barriers faced by marginalized adults. Financial hardship, caregiving responsibilities, and indirect costs (e.g., transportation and lost income) continue to limit participation, even where tuition is waived, disproportionately affecting women. The rigidity of program scheduling conflicts structurally with the unpredictable employment patterns of informally employed adults, while psychological trauma rooted in prior negative educational experiences poses an additional barrier to re-engagement.

Notably, the study finds that Universal Design for Learning (UDL) principles benefit all learners. At CLC-C, easy-to-read materials originally developed for learners with intellectual disabilities were subsequently found to enhance learning outcomes for all participants, a finding that powerfully challenges the assumption that inclusive provision necessarily compromises educational quality.

Cross-case comparison further demonstrates that comprehensive, multidimensional inclusion strategies, simultaneously addressing structural barriers, pedagogical adaptation, support services, peer relationships, and institutional culture, produce significantly better outcomes than single-focus interventions. CLC-C's holistic, inclusive approach achieved the highest learner retention rates and learner satisfaction, while CLC-A, which focused primarily on open enrollment, and CLC-B, which invested more heavily in material supports but offered less pedagogical differentiation, each exhibited significant inclusion gaps along different dimensions.

Policy Recommendations and Practical Implications

The study puts forward a systemic set of policy and practice recommendations spanning international, national, and institutional levels.

International level: UNESCO and related international organizations should complement broad normative frameworks with operationally specific implementation guidance, reducing variability and arbitrariness in how institutions interpret and enact inclusive principles.

National level: Member States should translate RALE commitments into adequately resourced domestic policies, with emphasis on substantially increasing adult education funding, establishing legislative guarantees for inclusive lifelong learning, and building monitoring systems that track participation and outcomes disaggregated by demographic characteristics.

Institutional level: Community learning centers and other lifelong learning institutions should prioritize six actions: systematic barrier audits conducted with the participation of marginalized adult learners; adoption of Universal Design for Learning (UDL) to embed accessibility at the point of program and curriculum design; establishment of wraparound support systems covering childcare, transportation, meals, and peer mentoring; sustained professional development in inclusive pedagogy; development of robust equity monitoring systems disaggregating participation and outcomes by demographic characteristics; and creation of participatory governance structures that give adult learners substantive influence over institutional decision-making.

Methodological Innovations

The study innovatively integrates documentary analysis with semi-structured interviews, employing Braun and Clarke's (2014) six-phase thematic analysis framework to achieve an organic integration of deductive reasoning and inductive discovery: the UNESCO normative framework provides theoretical scaffolding, while participants' lived experiences generate emergent themes.

The sampling strategy combines purposive sampling (for community learning centers) with maximum variation sampling (for learners), systematically incorporating diversity across gender, age, educational background, disability status, employment, and home language. Ethically, the research applies trauma-informed principles throughout, respects participants' language preferences, and strengthens rigor through peer debriefing and member checking.

The study's theoretical contribution lies in illuminating the deep mechanisms through which UNESCO's normative goals are adapted, reconstructed, and transformed within resource-constrained institutions, providing a new analytical pathway for understanding the "policy translation" process between international normative frameworks and local practice.

Research Background and Future Directions

The research team at the Shanghai Municipal Institute for Lifelong Education, East China Normal University, has long been committed to the intersection of lifelong learning, inclusive education, and education for sustainable development, publishing multiple influential studies in leading international journals. Looking ahead, the team will continue to advance comparative research on inclusive lifelong learning, with particular focus on institutional practices in rural settings, longitudinal research designs, and cost-effectiveness analysis, aiming to provide evidence-based guidance with stronger operational value for policymakers and practitioners.