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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Thomaitsa Theodorakopoulou
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DOI:10.17265/2161-623X/2024.06.001
Hellenic Open University, Patras, Greece
The present study is a comprehensive exploration of the broader outcomes of the factors that motivate adult immigrants to participate in Lifelong Education (LLE) programs and the practical importance of participation in the adult education programs of the Greek language. The issue of the motivation that drives adult immigrant learners to attend educational programs has not been widely researched. It should cover a higher degree of individual differentiation, from gaps in reading, writing, and arithmetic to the lack of practical work experience. The research was based on bibliography research. The information gathered was—to a great extent—identical to the results of relevant research efforts in this field. The most important findings were shown by quantitative research that the basic motives that drive adult learners to participate in educational programs were professional advancement, improving communication skills, and improving family relationships; also the results concluded that attending educational programs is very important for permanence in the country. Moreover, the obstacles were investigated that immigrants face as well as the importance of learning the Greek language. The conclusions of the study, although they cannot be generalized, contribute to the understanding of the design and implementation procedure of programs in the context of adult education organizations, as well as to the understanding of the motivated factors that facilitate the development of effective programs.
immigrants, educational programs, language, motivations, obstacles
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