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.
Raikou, N., & Karalis, T. (2016). Adult Education and Higher Education – A Focus on Transformative Learning in Universities, International Education and Research Journal, 2(4), 19-22.
Παπαδάκου, Ε., Ρήγα, Β., Γκολφινοπούλου, Γ., Διδάχου, Ε., (2015). 4+1 κλειδιά για την αυτομόρφωση της νηπιαγωγού: Ένα ευέλικτο και υποστηρικτικό εργαλείο επαγγελματικής αυτοβελτίωσης, 1ο Συνέδριο της Μονάδας Μεθοδολογίας, Πολιτικών και Πρακτικών Επιμόρφωσης του Πανεπιστημίου Πελοποννήσου, 20-22 Φεβρουαρίου 2015, Κόρινθος.
Ravanis, K., Karalis, T. & Komis, V. (2015). Former les enseignants et les formateurs pour l’éducation formelle et non formelle : une discussion ouverte et continue en Grèce. Formation et profession, 23(3), 223-232.
Riga, V., Maurou, S. (2012). Effects of Kindergarten Curriculum Changes in the Teaching of Physical Education, 20th International Congress of Physical Education and Sport Science, 18-20 May 2015, Komotini, Greece.
Kokkos, A., Koulaouzides, G. A., & Karalis, T. (2014). Becoming an Adult Educator in Greece: Past Experiences, Existing Procedures and Future Challenges (Kako se postaje educator odraslih u Grckoj: prethodna iskustva, sadasnje procedure I buduci izazovi), Andragogical Studies (Andragoske Studije),
Dionyssopoulos, A., Karalis, T., & Panitsides, E. (2014). Continuing medical education revisited: theoretical assumptions and practical implications, a qualitative study, BMC Medical Education, 14, 2-9.
Lemioti, D., Mantadaki, E., & Karalis, T. (2014). Lifelong Learning and Continuing Education: Opinions of teachers and student teachers of Preschool Education on Greece, Journal of Advances in Humanities, 2(2), 97-100.
Raikou, N. (2014). Preparing critical teachers in University: The role of practicum in teachers’ education. Journal of Social Science Research, 4/2, 485-488
Raikou, N. (2014). Promoting critical reflection through teacher’s education. Educational Journal of the University of Patras UNESCO Chair, 1/1, 11-19.
Raikou, N. (2014). The processing of perceptions of education students at the University: A composite approach through transformative learning and constructive-developmental theory, In D. Andritsakou & L.West (eds.), Proceedings of 1st ESREA Conference on ‘Interrogating transformative processes in learning and
Raikou, N., & Karalis, T. (2016). Adult Education and Higher Education – A Focus on Transformative Learning in Universities, International Education and Research Journal, 2(4), 19-22.
Παπαδάκου, Ε., Ρήγα, Β., Γκολφινοπούλου, Γ., Διδάχου, Ε., (2015). 4+1 κλειδιά για την αυτομόρφωση της νηπιαγωγού: Ένα ευέλικτο και υποστηρικτικό εργαλείο επαγγελματικής αυτοβελτίωσης, 1ο Συνέδριο της Μονάδας Μεθοδολογίας, Πολιτικών και Πρακτικών Επιμόρφωσης του Πανεπιστημίου Πελοποννήσου, 20-22 Φεβρουαρίου 2015, Κόρινθος.
Ravanis, K., Karalis, T. & Komis, V. (2015). Former les enseignants et les formateurs pour l’éducation formelle et non formelle : une discussion ouverte et continue en Grèce. Formation et profession, 23(3), 223-232.
Riga, V., Maurou, S. (2012). Effects of Kindergarten Curriculum Changes in the Teaching of Physical Education, 20th International Congress of Physical Education and Sport Science, 18-20 May 2015, Komotini, Greece.
Kokkos, A., Koulaouzides, G. A., & Karalis, T. (2014). Becoming an Adult Educator in Greece: Past Experiences, Existing Procedures and Future Challenges (Kako se postaje educator odraslih u Grckoj: prethodna iskustva, sadasnje procedure I buduci izazovi), Andragogical Studies (Andragoske Studije), 2, 95-105.
Dionyssopoulos, A., Karalis, T., & Panitsides, E. (2014). Continuing medical education revisited: theoretical assumptions and practical implications, a qualitative study, BMC Medical Education, 14, 2-9.
Lemioti, D., Mantadaki, E., & Karalis, T. (2014). Lifelong Learning and Continuing Education: Opinions of teachers and student teachers of Preschool Education on Greece, Journal of Advances in Humanities, 2(2), 97-100.
Raikou, N. (2014). Preparing critical teachers in University: The role of practicum in teachers’ education. Journal of Social Science Research, 4/2, 485-488
Raikou, N. (2014). Promoting critical reflection through teacher’s education. Educational Journal of the University of Patras UNESCO Chair, 1/1, 11-19.
Raikou, N. (2014). The processing of perceptions of education students at the University: A composite approach through transformative learning and constructive-developmental theory, In D. Andritsakou & L.West (eds.), Proceedings of 1st ESREA Conference on ‘Interrogating transformative processes in learning and education’, 27-29 May 2014, Athens: ESREA, 297-306
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.
