American Scholars Press

Gabriele Strohschen, a native of Berlin (FRG), completed her studies at Northern Illinois University in Educational Leadership and Policy Studies. She worked in Chicago's historically disenfranchised communities until joining joined DePaul University as director for the graduate programs at the School for New Learning in 2003. Dr. Strohschen conducted action research, program design and evaluation, and teacher training in Germany, Czech Republic, Kenya, China, Mexico, Thailand, and around the USA. In Afghanistan, she completed a program evaluation project for the Afghan Ministry of Education’s Women Literacy Project, funded by UNESCO, with Dr. Elazier. Retired from DePaul University with the title of professor emerita, she collaborates with community residents, organizations, institutions of higher education, students, artists, and activists in social justice projects, virtually around the world and locally at her Pilsen Storefront in Chicago. She provides program and resource development along with teacher training services and is currently spearheading the development of an international advocacy and training institute for the education of adults. “Dr. G.” has been working with American Scholars Press since its inception. gstrohsc@depaul.edu

Dr. Matiul Alam is a Bangladesh born Canadian academic, consultant, and research scholar affiliated with the University of British Columbia, where he has taught for nearly two decades in the field of education. He earned his PhD in Education from Simon Fraser University and has held teaching and research positions in Canada, the United States, Bangladesh, and the United Kingdom. His scholarship focuses on educational reform, educational technology, research methods, lifelong learning, literacy education, teacher education, and social business studies, with particular emphasis on governance, institutional development, inclusive education, and poverty reduction. Dr. Alam has published extensively on continuous learning, curriculum reform, media literacy, and institution building in emerging democracies. He is the founder of World Education Canada, an organization through which he advances global student advising, publishing, and education reform initiatives. His research integrates theories of self-directed learning, active learning, and governance innovation, while his advisory work has influenced policy debates in Bangladesh and beyond. A lifelong advocate for education as a public good, Dr. Alam continues to write, consult, and present internationally on equity, women’s empowerment, and future-ready education systems. akmmatiulalam@gmail.com

In an era of relentless technological, economic, and social change, continuous learning is a societal necessity. This article advances Alam’s Theory of Continuous Learning (Alam’s Theory) as a unifying framework for lifelong, holistic, inclusive, and socially empowering education. The theory is positioned alongside established models, i.e., Super’s lifespan, life-space perspective, Gottfredson’s circumscription-and-compromise, and Wlodkowski’s motivational framework, to connect life-stage responsiveness, aspiration equity, and culturally responsive motivation with sustained learning over time. A conceptual synthesis is paired with five illustrative cases: BRAC’s livelihood-linked literacy in Bangladesh; the University of British Columbia’s global adult-learning programs; Khan Academy’s open digital ecosystem; Muhammad Yunus’s self-learning toolkits for social business; and Canadian literacy initiatives serving marginalized communities. Cross-case analysis shows that continuous learning is most transformative when locally relevant, globally connected, culturally responsive, and reciprocally empowering, with technology used with care to reduce not reproduce inequality. Policy and practice implications include accessible and flexible provision, recognition of prior learning, educator professional development, authentic assessment, and governance that treats education as a public good supporting democratic participation. The article argues that Alam’s Theory offers not only a descriptive model of how learning unfolds across the life span, but a normative roadmap for building cultures of lifelong learning that advance human dignity, capability, and collective resilience.

continuous learning, lifelong education, Alam’s Theory, motivation, equity, policy, life-span development, global learning, social justice

Dr. Susan J. Scott Caldwell, EdD is an Educational Consultant for her business, Susan Caldwell's Corner, Costa Mesa, California. As a credentialed teacher and specialist, she is dedicated to teaching social and emotional learning to children in grades K-6. She is an advocate for Well Rooms on school campuses. Her doctoral specialization is in Organizational Change. susancaldwellscorner@gmail.com

This article presents the insights gained in a study about how the SEL curriculum, Second Step, when explicitly taught in grades K-1, is effective and contributes to the overall well being and mental health of the children participating in the classroom study. This six-week study focused on the explicit teaching of the Second Step curriculum, focusing on executive functioning, peer-relationships, empathy, self-regulation and problem solving. Pre-and post-surveys were given to the teachers and students. The children in grades K-1 were learning to read and write and their heart-felt expression of social and emotional learning concepts were displayed in their artwork and drawings. The outcomes of these mixed methods phenomenological research indicated the significant benefits of SEL programs. Recommendations on how a classroom teacher, para-educator or onsite school counselor can contribute to the overall success of a school’s SEL programs are presented.

social and emotional learning, Jean Piaget, Second Step*

Dr. Viktor Wang is a globally recognized professor and leader in the field of Education, with a distinguished career marked by innovation, scholarship, and mentorship. With over 260 peer reviewed publications, he has made transformative contributions to academic research and thought leadership. His work has inspired more than 200 articles and over 1,500 book chapters contributed to his edited volumes and journals by scholars worldwide. Dr. Wang’s publications are widely respected and housed in top-tier institutions, including Stanford University Libraries and other renowned academic collections globally. He has been honored with numerous prestigious awards, including the 2016 Presidential Award for Exceptional and Innovative Leadership from the American Association for Adult and Continuing Education (AAACE), as well as institutional honors such as the Distinguished Faculty and Scholarly Achievement Award. A devoted mentor, Dr. Wang has successfully guided more than 80 doctoral students through dissertation completion. His leadership has also driven substantial institutional outcomes, including enrollment growth, the launch of innovative academic programs, and the formation of international educational partnerships. This cover story highlights ten books authored and edited by Dr. Viktor Wang, featured in the 2025 CSUSB Biennial Book Launch. 110 International Forum of Teaching and Studies Vol. 21 No. 2 2025 Collectively, these volumes represent his enduring contributions to educational leadership, career and technical education, lifelong learning, and the transformative integration of artificial intelligence and technology in global education. The official university further showcases his recent publications and scholarly impact, reflecting a continued commitment to global scholarship, transformative research, and leadership in the field. Email: viktor.wang@csusb.edu

Dr. Geraldine Torrisi-Steele, PhD,  is an associate professor/deputy head in the School of Information and Communication Technology at Griffith University, Australia. She is a Senior Fellow of the Higher Education Academy (UK). Her interest in learning and teaching, learning theory, technology for learning, human-computer interaction, and leadership distills from her “pre-academia” experiences in secondary school mathematics and physics teaching, and the design, development, and project management of digital interactive media for learning in higher education.

Integrating Artificial Intelligence (AI) in language education offers transformative opportunities in both pedagogical and andragogical contexts by tailoring learning experiences to diverse learners. In pedagogy, AI-driven tools like language apps and virtual tutors provide structured, teacher-centered environments that support dependent learners through extrinsic motivations, such as grades and rewards. Conversely, andragogy leverages AI for personalized, learner-centered experiences, empowering adult learners to engage in self-directed problem solving aligned with intrinsic motivations for personal and professional growth. AI technologies, including generative AI and speech recognition, enable dynamic engagement, real-time feedback, and global collaboration, fostering accessibility and consistency. While AI accelerates learning, it raises challenges like digital inequities and ethical considerations. This dual-context approach underscores the need for educators to strategically incorporate AI, promoting metacognition, critical thinking, and equitable learning outcomes for diverse age groups.

pedagogy, andragogy, structured learning, self-directed learning, AI

Dr. Eugene P. Kim, PhD, UCLA, is professor and chair of leadership and organizational change at Concordia University Irvine. Dr. Kim's books (Global Enterprise, 2023; Business in Contemporary China, 2016) are used in business and international studies courses at higher education institutions. He has served on boards of foundations and universities (28 Twelve, Harvey Fellows, ALDN, Emperor’s College), founded several non-profits and private companies (House for Kids, Foundation for Transformational Leadership, Xiamen Concordia International School, Integrated Education, Ltd., Kennedy Group, Ltd.), and is consultant to diverse industries including foreign investment, Hollywood films, and executive leadership. In 2023, Dr. Kim co founded Genesis AI Research Lab, a consortium of researcher-practitioners from higher education. Dr. Kim's work in AI & Education includes empirical research in Education & Artificial Intelligence, mentor for UC Berkeley AI research labs & projects, consultant on AI documentary films, executive coach to AI School Leaders, OCDE AI Advisory Board member, and invited speaker/panelist at AI Conferences. His wife (Eun Chu) is Superintendent at the LCMS Pacific Southwest District. His son (Ethan) is studying Global Management, and his daughter (Emily) is attending Berkeley Law and is pursuing a career in AI Ethics and Regulation. eugene.kim@cui.edu  

Dr. Elizabeth Thomas, EdD, Concordia University Irvine is assistant principal at Our Lady Queen of Angels and adjunct professor of education at Concordia University Irvine. In her 22 years in education, Dr. Thomas has served as director of technology, K–8 classroom teacher, athletic director, and statistical coach supporting doctoral research. She has been a fellow with Advancing Blended Learning in Education (ABLE) and Notre Dame STEM Teaching Fellows and has led technology integration workshops for the Diocese of Orange. Her experience also includes coaching high school tennis, cross country, and track and field, as well as middle school girls’ lacrosse. Dr. Thomas holds a BA in Psychology from the University of San Francisco, a California Multiple Subject Teaching Credential from the University of California, Irvine, and an MA in Educational Administration from Concordia University Irvine. She lives in Orange County, where she enjoys biking, swimming, reading, and spending time with family and friends. elizabeth.thomas@cui.edu

This study used the Unified Theory of Acceptance and Use of Technology (UTAUT) as a survey instrument to determine the factors that affect K-8 teachers' usage of an LMS. The UTAUT consists of four predictor variables: benefits (PE) of the LMS, ease of use (EE) of the LMS, leadership and technology support (FC), and social influence (SI). Using a modified UTAUT questionnaire, 176 participants responded to a survey focused on internal and external factors that affect their usage of an LMS. The internal factors of perceived benefits (PE) of using the LMS and ease of use (EE) had the most significant impact on attitude (A) towards using the LMS. In addition, ease of use (EE) was positively correlated to self-efficacy (SE). The external factors of school site support (FC) and social influence (SI) also impacted attitudes towards the use of an LMS. The results also revealed that teachers who taught grades 5-8 found the LMS more beneficial (PE) to their teaching practice and easier to use (EE) than teachers who taught grades K-4. The findings confirm that the administration plays a crucial role in the success of their staff by understanding teachers’ perceived benefits (PE) of the LMS to their teaching practice and student learning, providing various types of professional development and training to ensure the LMS is perceived easy to use (EE), and to provide dedicated to time for teachers to learn from each other about how they use the LMS for specific grade levels and subjects.

behavioral intention, effort expectancy, facilitating conditions, performance expectancy, social influence, technology adoption

Dr. Kathy Peno, PhD, is Professor of Adult Education at the University of Rhode Island where she is Director of the Adult Education Master’s Program and the Training and Development Graduate Certificate. She prepares adult educators in the military, healthcare fields and in corporate and higher education organizations. She holds a master’s and Ph.D. in Adult Learning and Human Resource Development from the University of Connecticut. Her scholarship focuses on professional learning and skill development from novice to expert with an emphasis on the role of mentoring. She has written, consulted, and presented extensively on skill development from novice to expert, professional development, self-directed learning and mentoring for continuous performance improvement in organizations.

Dr. Richard Silvia, PharmD, is a Professor of Pharmacy Practice at the Massachusetts College of Pharmacy and Health Sciences in Boston where he educates students on psychiatric pharmacotherapy in both classroom and clinical practice settings and provides mental healthcare to patients in a community health center. He holds Doctor of Pharmacy and Master of Arts in Adult Education degrees from the University of Rhode Island. After his pharmacy degree, he completed a two-year residency/fellowship in psychiatric pharmacy through the Institute of Living in Hartford, CT and the University of Connecticut. He is a Board-Certified Psychiatric Pharmacist, and a Fellow of both the American College of Clinical Pharmacy and American Association of Psychiatric Pharmacists. He was selected to receive the “Emerging Graduate 109 International Forum of Teaching and Studies Vol. 21 No. 2 2025 Student in Adult and Higher Education Award” at the 2023 Adult Higher Education Alliance conference. His research has examined a model of skill development that incorporates traditional adult education concepts, such as the Dreyfus and Dreyfus model, along with novel concepts in health professions education, notably entrustability. He has also written and presented on various topics related to psychiatric pharmacy and the care of persons living with mental illness.

Dr. Jennifer Prisco, PharmD, is an Assistant Dean of Clinical Skills & Simulation Education in the Bouvé College of Health Sciences and Clinical Professor of Pharmacy & Health Systems Sciences in the School of Pharmacy and Pharmaceutical Sciences at Northeastern University. Prior to this role, she served in roles including Assistant Dean of Interprofessional Programs and School Operations and Faculty Experiential Education Coordinator. She has served numerous leadership roles at local and national levels related to interprofessional education, experiential education, and strategic planning. Her interests include interprofessional practice and education, educational evaluation and assessment, global/international pharmacy education, experiential site and preceptor development, experiential factors that influence post-graduate opportunities, skill integration, and continuous quality improvement. She earned her Doctor of Pharmacy degree from Massachusetts College of Pharmacy and Health Sciences and her Bachelor’s Degree in Chemistry from the University of Massachusetts. She completed an Academic Leadership Fellows Program through American Association of Colleges of Pharmacy and an Interprofessional Leadership Development Program through Interprofessional Education Collaborative facilitated by the Academy for Advancing Leadership.

Organizations face increasing pressure to provide timely professional development (PD) to large groups while maintaining the depth and individualized support characteristic of mentoring. Traditional PD methods often scale efficiently but lack sustained application, while one-on-one mentoring is difficult to expand quickly. This article introduces the Diffusion Mentoring Model (DMM), a three-layered framework that integrates large-group instruction, peer collaboration, and individualized mentoring to achieve both scalability and impact. Grounded in adult learning theory and best practices in training and development, the DMM supports skill acquisition, reflective practice, and learning transfer. Case applications in academia, corporate training, and healthcare education demonstrate their flexibility across diverse contexts. The article concludes by highlighting the DMM’s potential as a scalable, high-quality approach for organizations seeking to deliver rapid and sustainable professional growth.

Diffusion Mentoring Model (DMM), professional development, skill development, functional mentoring, communities of practice.

Dr. John Nyambe is a Senior Lecturer and Associate Dean of the School of Education at the University of Namibia. He previously served in several other higher education leadership positions which included: Vice-Rector of a college of education, Rector of a College of Education, Deputy Director of a National Institute for Educational Development, Director of the 108 International Forum of Teaching and Studies Vol. 21 No. 2 2025 Continuing Professional Development (CPD) Unit at the University of Namibia, and later, Director of the Centre responsible for learning and teaching improvement at the same university. His research interests are in the areas of higher education studies, academic development, teacher education and development, quality assurance, curriculum development, assessment, learning and teaching. He is founder and Chief Editor of Namibia Continuing Professional Development Journal for Educators (NCPDJE). In addition, he is a reviewer and board member of other academic journals. jnyambe@unam.na

Dr. and Prof. Sakaria M. Iipinge is an Associate Professor of Curriculum and Assessment studies at the University of Namibia, School of Education. He teaches Educational Research and Principles of Curriculum Design and Implementation to postgraduate students. He holds a Master and PhD in Curriculum Studies. Prof. Iipinge’s research focuses on teacher professional development, curriculum reforms and sustainability education. He has published widely in 107 International Forum of Teaching and Studies Vol. 21 No. 2 2025 curriculum development and reforms, sustainability education, quality education and the integration of technology in teaching and learning. He is involved in local projects on the integration of road safety awareness in the curriculum and international projects mostly focusing on teacher education development, rural education and sustainability education.smiipinge@unam.na

Dr. Eveline Omagano Anyolo is a senior lecturer at the University of Namibia, School of Education. She teaches Social Studies Education and Education for Sustainability and National and Global Citizenship and supervises both undergraduate and postgraduate research. Dr. Anyolo holds a Master of Education in Environmental Education and a PhD in Educational Studies with the focus on Education for Sustainable Development. Dr. Anyolo’s research interest is in Geography Education, Environmental Education and Education for Sustainable Development. She has published several journal articles within the area of Education for Sustainable Development and has also been involved in national and international projects. Currently, she collaborates on the Future Teacher Education for Sustainable Development (FUTE) project, a collaboration between Finland, Namibia, and Tanzania and Sub-Saharan Africa Teacher Leadership for ESD (SSATL-ESD), a collaboration between Germany, Namibia, Zambia, South Africa and Malawi and Kenya Universities.

Dr. Joanne M. Marshall, PhD, is a former high school teacher and a current professor in the School of Education at Iowa State University. She was a U.S. Fulbright Scholar to the University of Namibia in 2022 and is working with UNAM colleagues to share best practices in rural and teacher education in Namibia and Iowa. She holds a doctorate from the Harvard University Graduate School of Education and has published widely in the area of educator preparation, school safety, and religion. She also is the series editor for the work-life balance book series from Information Age Publishing. jmars@aistate.edu

Dr. Shiwana Teeleleni Naukushu is a Senior Lecturer in the Department of Applied Educational Sciences in the School of Education at the University of Namibia where he is also serving as a teaching practicum coordinator. Dr. Naukushu teachers and supervises both undergraduate and postgraduate students in the field of education. He has presented his scholarly work focuses on both national and international conferences. His interest is in Education in general and particularly on issues of mathematics education, sustainability of education and rural teacher education. snaukushu@unam.na

Mr. Immanuel Shipena is a lecturer of Social Science Education at the University of Namibia, Faculty of Education and Human Sciences, School of Education. He is responsible for History Education and Education for Sustainability and National and Global Citizenship. He holds a Master’s in Educational Studies and served in many leadership positions, including Vice Rector and Head of Department of a teacher training institution. His area of research is focused on rural education, history education, action research, and teacher education. ishipena@unam.na

Within a qualitative research methodology, this study investigated cross-border academic mobility partnership between two higher education institutions. The objective of the partnership was to share strategies and build capacity among future teachers and teacher educators to increase the quality of rural education. The study explored two objectives: 1) to examine the key features that constitute cross-border academic mobility; and 2) to draw implications from the key features in terms of the underpinning mobility model. The findings revealed key features that constituted mobility: a co-created mobility agenda; an inclusive, participatory and responsive curriculum; and sharing common challenges and solutions among others. The study concluded that the key features positioned the mobility partnership outside of the traditional Global North-South cross-border academic mobility model which is based on hierarchical power relations in the global geopolitics of knowledge creation and distribution. The features suggested the “third space” model, in cross-border academic mobility.

cross-border academic mobility, Global North, Global South, border-crossing, third space.