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Ball, S. J. (2021). The Education Debate. In Google Books . Policy Press. https://books.google.co.ke/books? hl=en&lr=&id=KUxDEAAAQBAJ&oi=fnd&pg=PR6&dq=solution+four+policy+reform +and+investment+in+adult+education&ots=5aMmflIB9A&sig=7PXh6JiOhXSPPpUy9q vzChGRP7g&redir_esc=y#v=onepage&q&f=false Education policy in England is constantly evolving and becoming increasingly incoherent and it is therefore becoming harder to keep up with, and make sense of, all the changes. This bestselling book looks at the role of the UK as a social laboratory for global education policy. Covering key concepts, it then examines new areas, including: • Global education policy mobility • Edu-business and philanthropy as policy actors • Marketisation of education • Increase in performance gap • Poverty and austerity • Impact of COVID-19 on schools and in education policy • New forms of governance This extensively updated fourth edition by the key author in the field will maintain its place as the most important text on education policy and makes essential reading for all students and anyone interested in education policy more generally. Clark, B. R. (2021). Adult Education in Transition: A Study of Institutional Insecurity. In Google Books . Univ of California Press. https://books.google.co.ke/books? hl=en&lr=&id=brDoDwAAQBAJ&oi=fnd&pg=PA43&dq=solution+four+policy+reform +and+investment+in+adult+education&ots=gbbm7r- P3Z&sig=Bd9zkDdxSu4q1rlWBkRr-MV6YLw&redir_esc=y#v=onepage&q&f=false Univ of California Press, 8 Jan 2021 - Education - 168 pages This title is part of UC Press's Voices Revived program, which commemorates University of California Press’s mission to seek out and cultivate the brightest minds and give them

voice, reach, and impact. Drawing on a backlist dating to 1893, Voices Revived makes high-quality, peer-reviewed scholarship accessible once again using print-on-demand technology. This title was originally published in 1968. Dinc, E. (2019). Prospective Teachers’ Perceptions of Barriers to Technology Integration in Education. Contemporary Educational Technology , 10 (4), 381–398. https://doi.org/10.30935/cet.634187 Abstract This study examined the thoughts of preservice teachers about technology integration and collected their ideas about possible barriers to technology integration in education. With this aim, the participants were asked two key questions which are (1) “What does ‘Technology Integration in Education’ mean to you?” and (2) “What might be the possible barriers to technology integration in education?”. A total of 76 preservice teachers, who took the course “Integrating Technology in Education” during their Elementary Teacher Education program took part in the study. The data were analyzed by using descriptive analysis method in this qualitative study. As a result of the study, it was revealed that preservice teachers have critical perceptions related to technology integration, such as effective use of technology, inclusion of technology in the course curriculum, increasing engagement, visualizing the course content, working with administrators to integrate technology, and being able to teach with technology that cannot be taught beforehand. As for the external and internal barriers, the participants commented that lack of funding/budget, lack of equipment, lack of ability, and time are major barriers to technology integration in education. Unlike the other studies in the

relevant literature, preservice teachers stated parents and security as barriers to integrating technology in education. Bond, M., & Bedenlier, S. (2019). Facilitating Student Engagement Through Educational Technology: Towards a Conceptual Framework. Journal of Interactive Media in Education , 2019 (1). https://doi.org/10.5334/jime.528 Abstract The concept of student engagement has become somewhat of an enigma for educators and researchers, with ongoing discussions about its nature and complexity, and criticism about the depth and breadth of theorising and operationalisation within empirical research. This equally applies to research conducted in the field of educational technology and its application in schools and higher education. Recognising the inherent role that technology now plays in education, and the potential it has to engage students, this paper draws on a range of student engagement literature and conceptualises a provisional bioecological framework of student engagement that explicitly includes technology as one influential factor. This paper first proposes a definition of student engagement and provides an exploration of positive student engagement indicators. It then presents a bioecological framework, and the microsystemic facets of technology, teacher and curriculum are further explored in their relation to fostering student engagement. Based on this framework, implications for further theory-based research into student engagement and its relation to educational technology are discussed and recommendations for educators are given. Conclusion

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In this article, the authors have synthesised a range of student engagement and educational technology literature, and sought to present an in-depth analysis of a bioecological student engagement framework, conceptualising how educational technology can influence engagement in the K-12 and higher education classroom. Although the body of literature exploring the interplay between student engagement and technology continues to grow, there is an obvious gap in its theoretical understanding and grounding (e.g. Henrie et al. 2015). With its focus on the macro, exo, meso and micro levels, this framework zooms in on the microsystem of the classroom and its constituents—these are also ultimately the factors that can be impacted by educators and further elaborated on by educational research. Owing to a lack of space in the present paper, further work is needed to examine the macro, exo and meso levels. Although the framework presented in this contribution is only one way of viewing this complex phenomenon, it offers a clear conceptual structure that other researchers, instructional designers, policy advisors and practitioners may find useful, and could help guide future student engagement research. Aydin, H., Ozfidan, B., & Carothers, D. (2017). Meeting the Challenges of Curriculum and Instruction in School Settings in the United States. Journal of Social Studies Education Research Sosyal Bilgiler Eğitimi Araştırmaları Dergisi, 2017(3), 76–92. https://files.eric.ed.gov/fulltext/EJ1162276.pdf Abstract The United States is one of many countries currently undergoing significant changes in educational institutions, particularly in K-12 settings. Most pronounced among these is the impact of unprecedented

demographic changes on the curriculum and instruction provided in U.S. schools. Four other factors are also influencing curriculum and instruction including 1) policy changes, 2) emerging new technologies, 3) globalization, and 4) the refugee and immigration issue. Each of these areas provides challenges for both school settings and teacher educators. These challenges and the obstacles they create must be examined and specific recommendations must be developed for teachers, teacher educators, and policymakers to assist in meeting each challenge. Among these recommendations, research shows that: 1) schools must change the structures, culture, and programs of curriculum and instruction to meet the needs of a diverse student body, 2) researchers in higher education institutions must focus their work to help the federal government, state leaders, and school districts decide upon the most appropriate reforms and changes to curriculum and instruction in school settings, 3) more resourcesfrom a variety of sources must be invested in technology-use training so teachers can better prepare students to use technology, especially in the context of new assessments, 4) educators should define and advance an agenda that

prepares youth for global citizenship, and 5) the core values of educators must include respect, integrity, commitment and excellence, the promotion of diversity and gender equity, choice, and dignity for all students. Keywords: Challenges, demographics, policy, globalization, technology, refugees and immigration, education, United States Introduction There has been a great deal of research on curriculum and instruction. Still, issues including dramatic demographic changes, policy changes, globalization, emerging technologies, and concerns surrounding refugees and immigration remain challenging for both school settings and teacher educators. Little discussion is present in the “literature about the challenges and problems that educators encounter during the implementation process and how these challenges and problems are overcome” (Shilling, 2013; p.21). This study highlights the challenges to curriculum and instruction in U.S. public schools and analyzes both these challenges and the opportunities that exist for teachers, teacher educators, policy makers, and other practitioners as they work to overcome these challenges. In this context, the challenges 1 Assoc. Prof. Dr., Florida Gulf Coast University, Fort Myers, FL, USA, haydin@fgcu.edu 2 Post-doctoral Associate. Texas A&M University, College Station, bozfidan@tamu.edu 3 Assoc. Prof. Dr. Florida Gulf Coast University, dcarother@fgcu.edu Aydin et al.

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that exist for curriculum and instruction have the potential to result in significant benefits for a new generation of students in a rapidly changing world. This paper surveys scholarship related to the development of curriculum and instruction in public schools in the United States. It examines the issues and opportunities as well as the goals and strategies for curriculum and instruction and suggests guidelines to help ensure that emerging curricula are responsive to the needs of students in a rapidly changing world. This review also describes the available research on specific concepts that were chosen for analysis and represented the research efforts up to the end of May 2017. It incorporates data derived from various sources, including reviews of literature, books, research center reports, peerreviewed journals, international and national government reports, conference papers, websites of education departments of each state, and a review of school districts’ school improvement initiatives. Ultimately, reactions to the following five challenges will dramatically influence the context of curriculum and instruction in the United States. These challenges are 1) demographic changes, 2) policy changes, 3) emerging technologies, 4) globalization, and 5) refugee and immigration issues. Beyond curriculum and instruction, Herrera (2012) argues that the extent to which educators succeed in adapting to these challenges may well determine the future quality of life in the United States. She further indicates that each challenge already involves a pattern of current constraints on an “educator’s ability to address that challenge while simultaneously offering the possibility of opening the door to promising perspectives for critical thinking about changes in the future for teaching and teacher education in diverse schools and classrooms” (p.1)

Phillips, D. (2023). EVALUATION OF A LOCAL ADULT GENERAL EDUCATIONAL DEVELOPMENT (GED) PROGRAM. Educational Leadership Theses, Dissertations, and Student Creative Activity . https://digitalcommons.unomaha.edu/edleadstudent/33/ McCarthy, A. M., Maor, D., McConney, A., & Cavanaugh, C. (2023). Digital transformation in education: Critical components for leaders of system change. Social Sciences & Humanities Open , 8 (1), 100479. https://doi.org/10.1016/j.ssaho.2023.100479 Abstract Leaders recognize that digital transformation is required for efficiency and effectiveness of the information, services, and personal experiences vital among stakeholders. A global pandemic is reshaping society, demonstrating that agility with digital technologies is advantageous. Education leaders and policymakers have felt pressure to adopt a systematic approach to transformation enabled by digital innovation. Decision-makers across sectors seek clarity about digital transformation in complex systems. This article examines economic, political, social, and technological trends affecting primary and secondary education. It acknowledges that school system leaders and policymakers want to transcend siloed digital innovations and embrace a transformation mindset, leveraging technology as an enabler. This article defines digital transformation for learning organizations and identifies critical components required for successful digital transformational change. Critical components are informed by thematic analysis of digital transformation frameworks. This paper is recommended as a conversation starter that aims to inform strategic thinking and reflection on digital transformation in school systems for contemporary challenges. 3.1. Method

A qualitative thematic analysis was undertaken to identify and interpret patterns of terms (themes) (Clarke & Braun, 2017). This systematic process produced a clear identification of key DTF components to guide leaders embarking on change. Fifty organizations were initially reviewed, including management consulting and research organizations; technology companies that provide hardware, software and digital consulting services to education; and organizations with an interest in education policy. Organizations were chosen if DT was expressed as a key theme and/or a DTF was outlined and available without subscription or a membership via their corporate websites (see Appendix A). In addition, fifteen Ministries of Education (MoE) representing developed and developing countries were initially reviewed to understand how the strategic plans of education systems are conceptualizing DT, including whether a framework was mentioned. Similar to the selection process of other organizations, MoE were chosen if strategic plans and directions were publicly accessible. Organizations were reviewed individually and summarized by the first author. Only organizations with a DTF and/or depth of research, analysis, example best practices, and guidance in executing a theme were further analyzed (see Fig. 1). Ministries of Education were included for further analysis if they communicated a clear and well-defined DT or technology strategy. Given the above references, revise the below into a literature review that keep the focus on research studies. Add content related to the type of study it is, purpose, participants, etc GED/ Hiset ADULT Education. Inadequate textbooks (Community College setting) Discussion of Barriers

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In the context of inadequate textbooks and their substantial impact on critical literacy abilities, the identification and study of hurdles and impediments to solutions in adult education is an essential endeavor. Recognizing that a thorough understanding of these limitations serves as the foundation for developing effective strategies and interventions is crucial to underscore the importance of this endeavor. In the specific field of community college-based GED/HiSET Adult Education programs, educators need more support due to inadequate texts. To fully investigate the complex nature of these obstructions, it is necessary to interact with the existing scholarly literature. This research lays the groundwork for designing effective and long-lasting strategies to improve critical literacy among a wide range of adult learners by identifying and addressing the underlying causes of the problem (Ball, 2021). Solution One: Curriculum and Material Alignment One option is to tailor teaching methods and course materials to adult students' unique requirements and skill sets in the area of reading and writing. This approach has potential to lessen the blow of subpar textbooks, but it's important to think through any obstacles that might get in the way. The necessity for faculty buy-in and professional development is a major barrier to effectively implementing these changes. Clark (2021) notes that with their help, efforts to realign materials may meet less resistance and have an easier time being put into practice. In order to overcome this challenge, schools need to provide ongoing professional development programs that help teachers understand the specific needs of adult students and modify their lessons accordingly (Clark, 2021). Community college budget cuts could be another stumbling block, preventing the purchase of additional resources and the creation of specialized courses. Dinc's (2019) research demonstrates that low funding can stymie efforts to improve educational resources, creating a vicious cycle of undersupply. Institutions of higher learning can find

solutions to this problem by forming collaborations with publishers, applying for grants, or utilizing open educational resources (OER). A barrier-free deployment of this solution would necessitate an enabling corporate culture that places a premium on constant improvement and makes investments in the academics' professional growth. In order to meet the varied requirements of their adult student populations, educational institutions must cultivate an atmosphere that promotes creativity and flexibility. By systematically addressing potential barriers and drawing on the insights provided by existing literature, community colleges can pave the way for a more effective and sustainable solution to the challenges posed by inadequate textbooks in the development of critical literacy skills within the GED/HiSET Adult Education programs. Solution Two: Digital Learning Resources Integration Although digital learning tools present a novel approach to addressing the shortcomings of conventional textbooks, there are still obstacles to overcome before they can be widely adopted in adult education settings. The digital gap is a major obstacle for adult students. According to Bond & Bedenlier (2019) research, the availability of digital technology differs across socioeconomic classes, with disadvantaged people having more trouble gaining access to and mastering digital technologies. A lack of digital infrastructure and technology resources may make it difficult to integrate digital learning tools (Bond & Bedenlier, 2019). In order for the proposed approach to work in the context of GED/HiSET adult education, where students may come from a variety of backgrounds and have varying levels of technological aptitude, several obstacles must be solved. Instruction in digital literacy can be incorporated into adult education programs to help close the digital divide. Through community group and library collaborations, low-income students may have access to computers and the Internet. Strategic relationships with

government and non-government groups are also necessary to invest in the necessary digital infrastructure for adult education programs. In a perfect world, there wouldn't be any resistance to incorporating digital learning materials since the organization sees its potential to improve the quality of education offered to adult learners. To make sure teachers are prepared to make good use of digital resources in the classroom, the group might facilitate professional development sessions for them. Implementing digital learning technologies successfully also depends on setting up a robust support structure for students, including technical assistance and troubleshooting resources. Solution Three: Community Engagement and Support While community engagement and support may appear to be a promising remedy to the problems caused by inadequate textbooks, various barriers must be carefully evaluated. One important impediment is a need for more community knowledge and comprehension of the critical role of textbooks in adult education. The community may need to comprehend the consequences of insufficient materials on learners' capacity to develop critical reading skills, hampering the success of any involvement initiatives. To overcome this barrier, a diversified approach is required. To begin, educational institutions must invest in outreach activities and campaigns to raise awareness about the need for outstanding textbooks in adult education. Members of the community, especially parents, local leaders, and employers, should be educated on the link between textbook quality and the development of critical literacy skills in adult learners. Aside from a lack of awareness, financial constraints within the community may be a significant impediment. Some members of the community may need help to contribute to projects aimed at increasing textbook quality financially. A comprehensive approach

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incorporating grant applications, crowdsourcing, and relationships with local businesses and philanthropic organizations is required to address this. Transparent communication about the direct impact of enhanced textbooks on adult learners' achievement and the community's overall well-being helps develop community financial support. Solution Four: Policy Reform and Investment In adult education programs, particularly within the context of GED/HiSET programs within community college settings, the need for suitable textbooks provides a substantial impediment to the development of critical literacy skills. In this scenario analysis, we look into a possible answer to this problem. Investment and Policy Change. To solve this problem advocates for policy changes and additional funding to guarantee that adult students have access to high- quality textbooks. However, it is important to think about the challenges that may arise with any solution. To address the issue of inadequate textbooks for GED/HiSET adult education in community colleges, policy reform, and investment must overcome institutional bureaucratic resistance to change. Policies in the field of education tend to become established over time, and attempts to modify them may be met with pushback from a variety of interested parties. Furthermore, community college budget limits may prevent enough funding for the purchase of modern, complete textbooks. According to studies, educators often face pushback from parents and students while trying to implement new policies (Aydin et al., 2017). In addition, a persistent difficulty in adult education is the need for more funding, which reduces the number of available instructional resources. To overcome bureaucratic resistance, educators, administrators, lawmakers, and community members must join forces and recognize the gravity of the situation. Policy transformation can be collaborative with institutional support and open communication (Aydin et

al., 2017). Providing evidence-based arguments, such as how updated textbooks improve student performance, can also persuade policymakers. A detailed budget proposal that emphasizes the long-term benefits of quality textbooks is necessary due to financial restrictions. This proposal should provide ways to boost student success, program enrollment, and critical literacy. Successful case studies from similar educational environments can support higher instructional material investment. Collaborating with external groups and obtaining adult education grants can also give funds. Summary of Rationale for Selected Solution The selected approach for solving the inadequate textbooks in adult education, specifically within GED/HiSET programs at community colleges, is Solution Two: Digital Learning Resources Integration. Given the complexity of adult learners' needs, this option was selected because of its capacity to provide dynamic, interactive, and individualized information that accommodates different learning styles (Clark, 2021). The incorporation of digital resources coincides with the developing environment of education and the rising significance of technology in facilitating effective learning experiences (McCarthy et al., 2023). The constant updates made possible by digital learning resources ensure that course materials are always up- to-date and useful. This flexibility is especially important in adult education, where students' varied backgrounds and learning styles call for individualized approaches to curriculum. In accordance with the concepts of adult learning theory, the capacity to engage learners through visual, aural, and kinesthetic modes increases comprehension and retention (McCarthy et al., 2023). In addition, compared to the possible financial burden of aligning curriculum and materials or relying on community engagement and support, the integration of digital resources

offers a more cost-effective and scalable approach. While issues like the digital gap need to be fixed, they can be lessened by measures like teaching digital literacy and forming community collaborations. This approach is consistent with the current trend of using technology in the classroom and may help fix the problem of outdated or unhelpful textbooks in adult education. An engaging and productive learning environment can be fostered through the use of digital learning resources because of their adaptability and scalability (Phillips, 2023). . .

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