Lifelong Learning refers to a holistic approach to the entirety of educational and learning activities and aims to combine them into a cohesive unit in a space-time continuum. Current research into lifelong learning encompasses issues such as how people shape and reshape themselves through learning and education, the processes through which perception and belief shift, the connections between the various systems of formal, non-formal and informal education, and the conditions for civil participation in educational activities.
Karalis, T. (2016). Cascade approach to training: theoretical issues and practical applications in non-formal education, Journal of Education and Social Policy, 3(2), 104-108.
Liodaki, N., & Karalis, T. (2016). Motives and Barriers of Adult Learners in Initial Vocational Education in Greece, Training and Practice – Journal of Educational Sciences, 14(1-2), 49-64.
Simopoulos, G., Magos, K., Karalis, T. (2016). The Languages of Others: exploring the Assumptions of Teachers of Greek as a Second Language on Multilingualism, International Journal of Language and Linguistics, 3(2).
Koskeris, A., & Karalis, T. (2016). Non-Formal Activities for the Enhancement of Knowledge and Skills: Investigation of Non-Explicit Motives for Participation, European Scientific Journal, 12(19), 32-62.
Καραλής, Θ. (2016). Συμμετοχή των ενηλίκων στη διά βίου εκπαίδευση και ανισότητες. Στο Χ. Γούλας, & Π. Λιντζέρης (επιμ.), Διά βίου μάθηση, επαγγελματική κατάρτιση, απασχόληση και οικονομία. Νέα δεδομένα, προτεραιότητες και προκλήσεις (215-232). Αθήνα: ΙΜΕ ΓΣΕΒΕΕ & ΙΝΕ ΓΣΕΕ.
Καραλής, Θ. (2016). Διά Βίου Εκπαίδευση και Εκπαίδευση Ενηλίκων: Θεωρητικές Προσεγγίσεις και Ερευνητικές Τάσεις. Στο ΤΕΕΑΠΗ, Σύγχρονες ερευνητικές τάσεις στην προσχολική και πρώτη σχολική ηλικία (99-113). Αθήνα: Εκδόσεις Νέων Τεχνολογιών.
Liodaki, N., Giavassi, A., Papadaki, A., & Karalis, T. (2016). Students’ perceptions and opinions for the concept of lifelong learning, Educational Journal of the University of Patras UNESCO Chair, 3(1), 101-107.
Raikou, N. (2016). Development of critical thinking through aesthetic experience: the case of students of an educational department. Journal of Transformative Education, 14/1, 53-70.
Raikou, N., Liodaki, N., & Karalis, T. (2016). Critical reflection and dialogue on pre-service teachers’ practicum, In D. Andritsakou, & E. Kostara (eds.), Proceedings of the 2nd Conference of ESREA’s Network Interrogating Transformative Processes in Learning and Education: An International
Ράικου, Ν. (2016). Ανάπτυξη κριτικού στοχασμού μέσα από την αισθητική εμπειρία: η περίπτωση των φοιτητών παιδαγωγικού τμήματος. Εκπαίδευση Ενηλίκων, 36, 12-26.
Karalis, T. (2016). Cascade approach to training: theoretical issues and practical applications in non-formal education, Journal of Education and Social Policy, 3(2), 104-108.
Liodaki, N., & Karalis, T. (2016). Motives and Barriers of Adult Learners in Initial Vocational Education in Greece, Training and Practice – Journal of Educational Sciences, 14(1-2), 49-64.
Simopoulos, G., Magos, K., Karalis, T. (2016). The Languages of Others: exploring the Assumptions of Teachers of Greek as a Second Language on Multilingualism, International Journal of Language and Linguistics, 3(2).
Koskeris, A., & Karalis, T. (2016). Non-Formal Activities for the Enhancement of Knowledge and Skills: Investigation of Non-Explicit Motives for Participation, European Scientific Journal, 12(19), 32-62.
Καραλής, Θ. (2016). Συμμετοχή των ενηλίκων στη διά βίου εκπαίδευση και ανισότητες. Στο Χ. Γούλας, & Π. Λιντζέρης (επιμ.), Διά βίου μάθηση, επαγγελματική κατάρτιση, απασχόληση και οικονομία. Νέα δεδομένα, προτεραιότητες και προκλήσεις (215-232). Αθήνα: ΙΜΕ ΓΣΕΒΕΕ & ΙΝΕ ΓΣΕΕ.
Καραλής, Θ. (2016). Διά Βίου Εκπαίδευση και Εκπαίδευση Ενηλίκων: Θεωρητικές Προσεγγίσεις και Ερευνητικές Τάσεις. Στο ΤΕΕΑΠΗ, Σύγχρονες ερευνητικές τάσεις στην προσχολική και πρώτη σχολική ηλικία (99-113). Αθήνα: Εκδόσεις Νέων Τεχνολογιών.
Liodaki, N., Giavassi, A., Papadaki, A., & Karalis, T. (2016). Students’ perceptions and opinions for the concept of lifelong learning, Educational Journal of the University of Patras UNESCO Chair, 3(1), 101-107.
Raikou, N. (2016). Development of critical thinking through aesthetic experience: the case of students of an educational department. Journal of Transformative Education, 14/1, 53-70.
Raikou, N., Liodaki, N., & Karalis, T. (2016). Critical reflection and dialogue on pre-service teachers’ practicum, In D. Andritsakou, & E. Kostara (eds.), Proceedings of the 2nd Conference of ESREA’s Network Interrogating Transformative Processes in Learning and Education: An International Dialogue ‘The Role, Nature and Difficulties of Dialogue in Transformative Learning’, 24-26 June 2016, Athens: ESREA & Hellenic Adult Education Association, 307-315
Ράικου, Ν. (2016). Ανάπτυξη κριτικού στοχασμού μέσα από την αισθητική εμπειρία: η περίπτωση των φοιτητών παιδαγωγικού τμήματος. Εκπαίδευση Ενηλίκων, 36, 12-26.
The Laboratory of Pedagogical Research and Lifelong Education at the Department of Educational Sciences and Early Childhood Education of the University of Patras was founded in 1996. Titled the Laboratory of Pedagogical Research and Applications at its founding, it was one of the earliest such Laboratories in Greece. Two decades later, the Laboratory was renamed to better reflect the research interests of its members and its ongoing research and development activities. This change was effected by GG 900B/4-4-2016, which gave the Laboratory its current name.
