Adult Education Academy

Dr. Concetta Tino

What excites you about adult learning and education?  
"Understanding the transformative power of learning experiences on adult learners and their personal agency."

Why did you choose to do research in the field of adult learning and education? 
"Because this research field offers the opportunity  to keep up with social transformation and changes."



Concetta Tino, PhD, currently, she is an adjunct professor in Continuing Education and teach in different courses of master and bachelor’s degree at University of Padua.

  • teachers professional development
  • work-related learning
  • formative assessment and feedback
  • the development of soft skills and professional competences for students and teachers within work-related learning experiences
  • women leadership

She published many arti-cles, books and chapters.

CG5: Higher/Adult Edcuation for sustainable development: policies and practices

Co-Moderator: Prof. Monica Fedeli, Dr. Joellen Coryell

Higher education has seen as the guide for the modernization of societies (Rungfamai 2019). In fact, today University is not only an educational institution or the centre of knowledge creating (research) but recently the so-called third mission (engagement) is part of its main activities. With this wide expansion of university role 

higher education has acquired a larger potential for contributing to societal development. Through these three tasks university has the possibility to generate effects on all individuals and systems of society: on those that are taking part of formal or continuing learning paths (educational role); on the policy and educational systems (research);  on the whole communities (engagement). For the general and the potentiality of the effect that it can generate on the societies the university has also the responsibility to act as one of the main agents for guaranteeing an education for sustainability (EfS). 

Parallelly to university also adult education organizations can play an important role to develop individuals’ mindset for sustainability. An organization that embodies education for sustainability must take on a whole-institution approach (WIA), looking into various dimensions of the institution such as pedagogy and learning, curriculum, community-connections, capacity-building, institutional practices, and vision, ethos, leadership and coordination (Mathie & Wals, 2022).

After the CGW the participants will be able to know what can be done within an organization to contribute to the development of individuals’ mindset for sustainability.

According to WIA approach, they will explore the state of art of regulations and practices adopted by universities/ adult organizations institutions to achieve the goals of Agenda 2030 and learn how to compare policy and practices for sustainability.

  1. TINO, C. & FEDELI, M. (2022).  Career planning, proactivity, self-employability, and labour market: undergraduates’ perceptions. Form@ re-Open Journal per la formazione in rete, 22(1), 262-278.
  2. TINO, C. LAVAGNOLO, M.C., FEDELI, M.& BIEREMA, L. (2022). Women’s Career Decision Making And Interest In Engineering: A Qualitative Analysis Of Influential Personal And Contextual Factors. Andragoška spoznanja, 1-22
  3. TINO, C., & STEFANINI A. (2021a).   Un modello di didattica universitaria sincrona: percezioni di studenti/esse. Form@re - Open Journal per la formazione in rete, 21(1), 172-187.
  4. TINO, C., & STEFANINI A. (2021b).  Apprendimento a distanza all’università nel periodo del Covid19 e confronto con la modalità F2F: percezioni di studenti e studentesse. FORMAZIONE & INSEGNAMENTO. Rivista internazionale di Scienze dell'educazione e della formazione, XIX (2), 96-111. 10.7346/-fei-XIX-02-21_10. SSN 2279-7505
  5. TINO, C. & FEDELI, M. (2021a). Le neuroscienze possono informare la didattica? Il parere degli esperti. RESEARCH TRENDS IN HUMANITIES Education & Philosophy, 8, 31-41
  6. TINO, C., & M. FEDELI. (2021b). Teaching practices can support the natural learning brain process: a study on students’ perceptions in Higher Education. RESEARCH TRENDS IN HUMANITIES Education & Philosophy, 8, 42-55
  7. TINO, C. (2020): An integrative interpretation of personal and contextual factors of students’resistance to Active Learning and teaching strategies. Studies in Adult Education and Learning, Andragoška spoznanja Journal,26 (2),59-74.
  8. FEDELI, M., & TINO, C. (2020). Guidelines on teachers’ practices. A guide for instructors and practitioners to innovate practices in higher education and adult learning. Lecce-Brescia: Pensamultimedia. ISBN978-88-6760-796-9.



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