Adult Education Academy

Dr. Therese Rosemann

Therese Rosemann, PhD, is a research associate at the Professorship for Continuing Education and Lifelong Learning at the Helmut-Schmidt-University Hamburg. She conducts research on learning activities in informal and non-formal learning contexts in vocational and university contexts. A special focus of her research is the implementation of process-related survey methods (esp. diary studies). In the course of her doctoral studies in the field of business education and human resource development at the University of Göttingen (Germany), she identified factors influencing the perception of learning situations of employees in nursing professions. Since May 2021, she has been working in the research project "Digital Key Competencies for Study and Work”. The focus of her work is the identification of (digital) learning activities and complexes of students.

  • digital learning and media usage behavior
  • formal, non-formal and informal learning in company and university working and learning contexts
  • social inequality in continuing education

GUIMARÃES DUARTE, A., ABUSAMRA, A., ALVES, N. & ROSEMANN, T. (2023). Mature women in Higher Education: A comparitve study in Germany, Palestine and Portugal. In L. Breitschwerdt, J. Schwarz & S. Schmidt-Lauff (Eds.), Comparative Research in Adult Education – Global Perspectives. Bielefeld: wbv.

SCHMIDT-LAUFF, S., SCHWARZ, J., ROSEMANN, T., RATHMANN, M. & SCHILLER, J. (2022). DigiTaKS*-Digitale Schlüsselkompetenzen für Studium und Beruf. Hamburg: openHSU. https://openhsu.ub.hsu-hh.de/handle/10.24405/14573

ROSEMANN, T. (2022). Informelle und non-formale Lernaktivitäten im Arbeitsalltag. Analyse betrieblicher Lernkontexte von Beschäftigten in Pflegeberufen. WBV. https://doi.org/10.3278/9783763971428

RATHMANN, M., ROSEMANN, T., SCHILLER, J., SCHMIDT-LAUFF, S. & SCHWARZ, J. (2022). Digitalität als Herausforderung und Chance. Eine multiperspektivische Analyse zu Bedarfslagen. Hamburg: openHSU. https://doi.org/10.24405/14354

SCHWARZ, J., ROSEMANN, T., RATHMANN, M. (2021). Educated for the Digital Transformation?! Students’ Acquisition of Competencies for Digital Learning and Teaching During and Past Pandemic Times. In: EPALE Journal on Adult Learning and Continuing Education, 10, S. 91-101. URL: Download

LISCHEWSKI, J., SEEBER, S., WUTTKE, E., ROSEMANN, T. (2020). What Influences Participation in Non-formal and Informal Modes of Continuous Vocational Education and Training? An Analysis of Individual and Institutional Influencing Factors. Frontiers of Psychology

CG7: Digitalization in Adult Education and Learning

Co-Moderators: Prof. Emmanuel Jean Francois

Organisations and educational institutions have used various digital technologies to facilitate adult education and learning to provide a better learning experience to adult learners. This phenomenon is called digitalisation of adult education and learning. Although such digitalisation started decades ago, the emergence of the global coronavirus (COVID-19) pandemic has accelerated the process. The lockdown and institutions’ inability to continue to provide adult education in-person has resulted in the use of digital technologies as the primary means to resume and continue with teaching and learning. The digitalisation of adult education and learning affects most if not all countries in the world. However, the policies, guidelines, approaches, and practices of digitalisation may vary based on socio-cultural, socio-economic, and/or socio-political contexts of nations and regions of the world. This module intends to enable participants to critically analyse the digitalisation of adult education and learning in national/cultural and cross-national/cross-cultural contexts. More specifically, participants who attend this comparative group will be able to:

  1. Analyse the availability, access, and utilisation of digital technologies in adult education and learning;
  2. Identify and discuss policies, guidelines, approaches, or strategies used in the digitalisation of adult education and learning;
  3. Compare the digitalisation of adult education learning between two or more countries.


For more information about the comparative group have a look at our programme!



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