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Article published in “Journal of Education Culture and Society”


The scholarly article “Creating a Culture-based Language Learning Course for Developing Adult Learners’ 21st Century Skills” written by Professor Ineta Luka from Turiba University, Latvia has been published in the second issue of the 2019 Journal.

“Journal of Education Culture and Society” is a multi-, inter- and trans-disciplinary Internet journal, which aims at promoting young scholar talents from the field of humanistic and social sciences, especially those functioning within the subfields of pedagogy, psychology, sociology, history of education, philosophy and economy. Articles relating thematically to education and teaching are included in the Journal as the aim is to make educational issues a reason for a wider interdisciplinary scholarly discussion.

The articles published in the Journal are indexed in the leading scientific data bases of social sciences and humanities, such as Index Copernicus, EBSCO, ERIH plus and Web of Science.

Professor Ineta Luka addresses the issues related with the project – analyses theoretical concepts, methodologies, teachers’ experience – accounts in teaching adults and creates the course construct for the current interactive culture-based course developing 21st century skills and language competences.

The aim of the study is to research ways of developing adult learners’ 21st century skills in a culture-based language learning course applying innovative teaching/learning tools and methodologies considering adult learners’ specific needs and special educational treatment required to overcome learning barriers. Data collection methods include teachers’ accounts in the form of reflective essays on their pedagogical experience collected from 14 teachers. The current research was done prior the course piloting in 2018-2019 to select the most appropriate course methodologies for our target audiences.

The current research enables understanding adult learning context and specifics to secure special educational treatment required to overcome learning barriers and develop adult learners’ 21st century skills in a culture-based blended-learning course. The research findings are useful in selecting suitable methodologies and approaches for language learning courses for adult learners, possibly for other courses as well.

Full article can be accessed on:

Full issue of the Journal is accessible on:

Prof. Ineta Luka

Turiba University


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