Education and Lifelong Development Research
type: channel
description: Welcome to Education and Lifelong Development Research (Abbreviated title: "Educ. Lifelong Dev. Res."), which is an Open Access, peer-reviewed international scientific journal quarterly published by Yandy Scientific Press. Education and Lifelong Development Research (ELDER) publishes theoretical and practical papers on education, human development, and the interplay between these two aspects throughout the lifespan. The journal primarily accepts empirical papers while occasionally considering theoretical and review papers. These contributions present the latest research findings on educational innovation and psychological development, encompassing the following fields (but not limited to): i) Education policy, governance and sustainable development ii) Engineering education and educational psychology iii) Student development and mental health iv) Online education and lifelong learning v) Measurement and assessment in education and psychology vi) Application of information technology in education Vii) Student mobility and international Education Editor-in-Chief: Zhefeng An (Founder) Associate Editor: Youliang Zhang (Co-Founder), Kun Dai Journal information ISSN: 3006-9599 eISSN: 3006-9602 Peer Review Integrity All submissions undergo rigorous editorial screening. Those selected proceed to anonymous expert peer review. We employ a double-blind system to ensure fair evaluation.
publisher: Yandy Scientific Press
language: en-US
publication name: Education and Lifelong Development Research
issn: 3006-9599
items: Adult learning in the United Kingdom: Participation trends, changing learning practices and structural challenges
items: Intergenerational reproduction of educational advantage: Parental educational assortative mating, cultural capital, and academic achievement among Chinese secondary school students
items: The evolution of Sino-foreign cooperative education policies from the perspective of theory of institutional change
items: Physical play activities for young children's motor development: An action research study
items: The relationship between teacher professional learning communities (PLCs) development and teacher professional capital building : A case study of a school in an undeveloped area of China

Adult learning in the United Kingdom: Participation trends, changing learning practices and structural challenges
type: item
description: Drawing on the 2023-2025 Adult Participation in Learning Survey conducted by the Learning and Work Institute in the United Kingdom, this study examines recent participation trends, changing learning practices, and structural challenges in adult learning. The findings indicate that participation recovered after the pandemic but remained fragile, with the decline in 2025 suggesting the vulnerability of adult learning when employer investment, public support, and household resources come under pressure. Access to learning opportunities continues to be shaped by age, social class, prior educational experience, and employment status, indicating that the compensatory potential of adult learning has not yet been fully realised. In practice, adult learning is becoming more flexible, digitally mediated, and diverse in its motivations and perceived benefits, extending beyond skills development to include well-being, social connection, and wider forms of participation. The UK case shows that countries seeking to build inclusive lifelong learning systems, particularly developing countries and transition economies, may need to strengthen targeted support for disadvantaged groups, promote collaborative provision among government, employers, educational institutions, and communities, address digital learning divides, and recognise the broader social functions of adult learning. Document Type: Original article Cited as: Bai, B., Nie, R. Z., Li, Y. T., & Wu, Q. C. (2026). Adult learning in the United Kingdom: Participation trends, changing learning practices and structural challenges. Education and Lifelong Development Research, 3(2): 60-70. https://doi.org/10.46690/elder.2026.02.01 References Billett, S. (2001). Learning through work: Workplace affordances and individual engagement. Journal of Workplace Learning, 13(5), 209-214. Billett, S., Le, A. H., Smith, R., & Choy, S. (2021). The kinds and character of changes adults negotiate across worklife transitions. International Journa…
creator: Bin Bai
creator: Runze Nie
creator: Yetong Li
creator: Qiuchen Wu
rights: Copyright (c) 2026 Author(s)
date: 2026-06-24
publication date: 2026-06-24
volume: 3
number: 2
starting page: 60
ending page: 70
doi: 10.46690/elder.2026.02.01

Intergenerational reproduction of educational advantage: Parental educational assortative mating, cultural capital, and academic achievement among Chinese secondary school students
type: item
description: Parental education is widely recognized as a key predictor of children’s academic achievement, yet most research treats it as an individual characteristic rather than a combined family-level resource. This study examines the association between parental educational assortative mating and adolescents’ academic performance, with particular attention to the mediating role of family cultural capital in the Chinese context. Employing data from the China Education Panel Survey and a sample of N=8,873 middle and high school students, this study applies structural equation modelling (SEM) to test the proposed relationships. The findings reveal that students from families where both parents possess higher educational qualifications exhibit demonstrably superior academic performance compared to those from less educated or educationally heterogeneous families. Family cultural capital partially mediates this association, indicating that alignment in parental educational backgrounds contributes to academic advantage by cultivating home environments that are both culturally and educationally conducive. This research extends the scholarly conversation by shifting the focus from individual parental attainment to couple-level educational matching and by illuminating a potential pathway through which educational advantage is transmitted across generations. Document Type: Original article Cited as: Tian, Z., & Liu, Y. (2026). Intergenerational reproduction of educational advantage: Parental educational assortative mating, cultural capital, and academic achievement among Chinese secondary school students. Education and Lifelong Development Research, 3(2): 71-80. https://doi.org/10.46690/elder.2026.02.02 References Bhandari, R. B., & Timsina, T. P. (2024). Examining the impact of parents' education on students' academic achievements. Shanlax International Journal of Arts, Science and Humanities, 11(4), 102-110. Blossfeld, H.-P. (2009). Educational assortative marriage in comparative per…
creator: Zhen Tian
creator: Ying Liu
rights: Copyright (c) 2026 Author(s)
date: 2026-06-24
publication date: 2026-06-24
volume: 3
number: 2
starting page: 71
ending page: 80
doi: 10.46690/elder.2026.02.02

The evolution of Sino-foreign cooperative education policies from the perspective of theory of institutional change
type: item
description: This study employs the Theory of Institutional Change (TIC) as the analytical framework to systematically examine the evolution, mechanism, and future reform pathways of China’s Sino-foreign cooperative education (SFCE) policies. The findings reveal that these policies have undergone four stages: initial exploration, standardized development, quality enhancement, and deepening reform. The policy content has progressively evolved from fragmented exploration to a systematic and standardized institutional system. The policy change is driven by the government, higher education institutions, and societal forces, among which the government plays a leading role, while higher education institutions and societal forces supplement policy adjustments through practical exploration and demand feedback. The impetus for change originates from the China’s national strategy of educational opening-up to the world, the demand for connotative development of higher education, and the external pressure of the international competitive environment. The SFCE policy change presents a compound model characterized by the predominance of mandatory changes and complementary role of induced changes, with institutional optimization through an incremental pathway. Future policy reforms for SFCE should focus on improving institutional system, optimizing regulatory mechanisms, strengthening quality assurance and enhancing risk prevention and control, so as to promote the high-quality and sustainable development of the SFCE. Document Type: Original article Cited as: Song, K. W., Wu, Y., & Wang, X. Q. (2026). The evolution of Sino-foreign cooperative education policies from the perspective of theory of institutional change. Education and Lifelong Development Research, 3(2): 81-93. https://doi.org/10.46690/elder.2026.02.03 References Bao, S. (2019). Evolution of China’s discipline assessment system: An analysis based on the Institutional Change Theory. Journal of Xiamen University (Arts & Social Scienc…
creator: Kewei Song
creator: Yi Wu
creator: Xiaoqing Wang
rights: Copyright (c) 2026 Author(s)
date: 2026-07-14
publication date: 2026-07-14
volume: 3
number: 2
starting page: 81
ending page: 93
doi: 10.46690/elder.2026.02.03

Physical play activities for young children's motor development: An action research study
type: item
description: This action research study examines the design and organization of physical play activities for junior kindergarten children (aged 3–4 years) in a Chinese kindergarten context. Grounded in constructivist learning theory, dynamic systems theory, ecological perception theory, and differentiated instruction theory, the study identifies six interrelated design principles for play materials: (1) visual appeal integrated with safety features; (2) material texture aligned with children's psychological need for emotional security; (3) playfulness and dynamic interaction that generate multi-modal feedback; (4) variability and combinational functions enabling diverse movement possibilities; (5) hierarchical design accommodating individual differences in motor competence; and (6) structural properties supporting proprioceptive and spatial perception development. The findings further outline three organizational strategies for structuring physical play activities: a dual-structure arrangement balancing collective games with individual free-play stations, scientific regulation of exercise intensity, and progressive skill development scaffolded through graded material configurations. The study contributes an integrated material-environment-organization framework that extends prior research by embedding differentiation into material structure and positioning responsive materials as autonomous learning agents. Practical implications include the use of low-cost recycled resources, simple material variations for hierarchical difficulty, and the prioritization of dynamic feedback over static equipment. Document Type: Original article Cited as: Liu, F., Wang, X. Y., Yu, J. H., & Peng, C. L. (2026). Physical play activities for young children’s motor development: An action research study. Education and Lifelong Development Research, 3(2): 94-103. https://doi.org/10.46690/elder.2026.02.04 References Brussoni, M., Olsen, L. L., Pike, I., & Sleet, D. A. (2012). Risky play and children's sa…
creator: Fang Liu
creator: Xinyan Wang
creator: Junhao Yu
creator: Chengli Peng
rights: Copyright (c) 2026 Author(s)
date: 2026-06-25
publication date: 2026-06-25
volume: 3
number: 2
starting page: 94
ending page: 103
doi: 10.46690/elder.2026.02.04

The relationship between teacher professional learning communities (PLCs) development and teacher professional capital building : A case study of a school in an undeveloped area of China
type: item
description: Teachers play a crucial role in school reform and students’ learning. Therefore, the improvement of teaching quality has been a topic of much study. This article aims to explore the relationship between the development of professional learning communities (PLCs) and the building of teacher professional capital in an undeveloped area of China. A case study was conducted at a high school known for student success on the College Entrance Examination (gao kao). The data analysis shows that the characteristics of the PLCs at this school include school vision, school support, shared leadership, scientific evaluation standards, a culture of trust and respect, collective responsibility, information and resource sharing, continuous interactions, and individual practice and reflection. Positive factors related to psychological capital also made a great difference in the development of these PLCs and in the building of teachers’ professional capital within the school. Document Type: Original article Cited as: Xiu, Q., & Chen, Y. Q. (2026). The relationship between the development of professional learning communities (PLCs) and the building of teacher professional capital: A case study in an undeveloped area of China. Education and Lifelong Development Research, 3(2): 104-118. https://doi.org/10.46690/elder.2026.02.05 References Bai, B., Nie, R., Li, Y., & Wu, Q. (2026). Adult learning in the United Kingdom: Participation trends, changing learning practices and structural challenges. Education and Lifelong Development Research, 3(2), 60-70. Bissessar, C. S. (2014). An exploration of the relationship between teachers’ psychological capital and their collective self-esteem. Australian Journal of Teacher Education, 39(9), 35-52. Bourdieu, P. (2018). The forms of capital. In M. Granovetter and R. Swedberg (Eds.), The sociology of economic life (3rd ed., pp. 78-92). Routledge. Boyd, V. (1992). School context: Bridge or barrier for change? Austin, TX: Southwest Educational Developmen…
creator: Qi Xiu
creator: Yaqiong Chen
rights: Copyright (c) 2026 Author(s)
date: 2026-06-25
publication date: 2026-06-25
volume: 3
number: 2
starting page: 104
ending page: 118
doi: 10.46690/elder.2026.02.05