Revisiting the triadic classification of learning activities: rethinking their measurement

Result code in IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F70883521%3A28150%2F25%3A63594678" target="_blank" >RIV/70883521:28150/25:63594678 - isvavai.cz</a>

Result on the web

<a href="https://www.tandfonline.com/doi/epdf/10.1080/02601370.2025.2489506?needAccess=true" target="_blank" >https://www.tandfonline.com/doi/epdf/10.1080/02601370.2025.2489506?needAccess=true</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1080/02601370.2025.2489506" target="_blank" >10.1080/02601370.2025.2489506</a>

Result language

angličtina

Original language name

Revisiting the triadic classification of learning activities: rethinking their measurement

Original language description

International organisations have measured adult learning participation since the 1990s, using surveys like the Adult Education Survey (AES) and the Programme for the International Assessment of Adult Competencies (PIAAC). These surveys employ a ‘triadic’ classification of learning activities–formal (FAE), non-formal (NFE) and informal learning (IFL)–to compare participation rates. However, historical and conceptual advancements have highlighted that these categories often overlap, challenging their validity and reliability. Despite this, the triadic classification remains in use, raising concerns about the accuracy of participation data. This article critically examines the continued use of the triadic classification, arguing for a conceptual shift to better reflect the contemporary learning landscape. We review the evolution of the triadic conceptualisation, particularly within the EC’s Classification of Learning Activities (CLA), and critique its practical application in the recent AES (2022) survey. Based on our critique, we propose two alternative scenarios: (1) treating learning categories as fuzzy, overlapping concepts, and (2) conceptualising learning activities along a continuum of formality/informality. We conclude by discussing the implications of these scenarios for future data collection and measurement practices, advocating for instruments that adapt to the evolving digital and blended learning landscapes accelerated by the pandemic.

Czech name

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Czech description

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Type

J_imp - Article in a specialist periodical, which is included in the Web of Science database

CEP classification

—

OECD FORD branch

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Project

—

Continuities

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Publication year

2025

Confidentiality

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Name of the periodical

International Journal of Lifelong Education

ISSN

0260-1370

e-ISSN

1464-519X

Volume of the periodical

44

Issue of the periodical within the volume

3

Country of publishing house

GB - UNITED KINGDOM

Number of pages

16

Pages from-to

257-272

UT code for WoS article

001462050700001

EID of the result in the Scopus database

2-s2.0-105002632693