Higher Education in Europe has undergone massive changes due to technological advancements and changes resulting from the Bologna Process, by which learning should be accessible for all regardless of social exclusion reasons, such as imprisonment. The resulting massification of access to Higher Education requires a flexible and inclusive training offer focused on the student. These are the primary aims of Distance Learning at the Open University of Portugal. The aim of this paper is to understand the viewpoints of twenty-six respondents (students, applicants to courses and senior rehabilitation technicians) on the reality of Higher Education in Distance Learning and e-Learning in a Portuguese prison. This study occurs in a context of a non-positivist paradigm, placing the emphasis on the perception of individuals through a qualitative methodology. The results obtained from interviews show that the education process has many weaknesses and limitations mostly due to the lack of facilities, educational and technological resources, and support from teachers. The conclusion is that it is essential to provide better conditions for prisoners to receive this type of education, as it can be an opportunity for obtaining professional qualification and for personal development, thus increasing their prospects of success in the future. La enseñanza superior en Europa ha venido experimentando grandes transformaciones gracias a los avances tecnológicos y a los cambios derivados del proceso de Bolonia, que prevé la creación de condiciones para que todos tengan acceso al aprendizaje, independientemente de factores de exclusión social, como la reclusión. La subsiguiente masificación del acceso a la Enseñanza Superior exige una oferta educativa flexible, centrada en el estudiante e inclusiva: son estas las prioridades de la Educación a Distancia de la Universidade Aberta en Portugal. Este artículo tiene como objetivo conocer las impresiones de veintiséis individuos (estudiantes, candidatos a estudiantes y técnicos superiores de reeducación) sobre la realidad de la Enseñanza Superior en la modalidad de Educación a Distancia y aprendizaje virtual (e-Learning) en una cárcel portuguesa. Este estudio se encuadra en un paradigma no positivista y hace hincapié en la percepción de los individuos, recurriendo a una metodología de carácter cualitativo. Los resultados, obtenidos mediante entrevistas, revelan la existencia de enormes debilidades y limitaciones en el proceso educativo, debido, sobre todo, a la falta de instalaciones y medios, recursos pedagógicos y tecnológicos, y apoyo de los profesores. Se ha concluido que es fundamental crear mejores condiciones de asistencia a distancia en las cárceles, porque esta formación superior puede ser una oportunidad de cualificación profesional y desarrollo personal, que incrementa sus perspectivas de éxito en el futuro.

Pretende analisar a relação entre a aprendizagem, com base na apropriação que os estudantes fazem das diferentes formas de aprender e de estudar, e a disposição que apresentam para se envolver em atividades de aprendizagem ao longo da vida (ALV). O rationale teórico inscreve-se na Teoria de Biggs (1987), no que concerne às abordagens de aprendizagem por parte do estudante, e no princípio orientador da ALV. Procedemos a um estudo comparativo-correlacional, com uma amostra constituída por 163 estudantes do ensino superior. As abordagens de aprendizagem foram avaliadas por meio da tradução luso-portuguesa da validação brasileira da escala Revised Two-factor Study Process Questionnaire (R-SPQ-2F). Os resultados obtidos permitem-nos associar a abordagem profunda a algumas características do aprendiz ao longo da vida.

According to the Teaching and Learning International Survey (2019), the average age for a teacher, across OECD countries, is 44 years old, and the teacher workforce has aged in a number of countries, over the past 5 to 10 years. Given the demands expected from the contemporary teaching profession, the study of possible implications of ageing on the use of digital technologies in education is even more pertinent and relevant. This study aims to analyse veteran teachers' perceptions about digital technologies and outline possible pathways for their professional development. Data collected through literature review and content analysis of veteran teachers' perceptions, expressed in a continuing education training programme, show there are positive and negative thoughts and dilemmas related to the role of digital technology in education, and that there are myths regarding veteran teachers' digital skills, competences and motivation to change practices, as well as misconceptions about the relationship between technologies and educational reforms. The results also indicate possible pathways to successful training practice with this target group.

The current investigation proposes to analyse the relationship between learning, from the appropriation students' make of the different ways of learning and studying, and their willingness to be involved in lifelong learning (LL) activities. The theoretical rationale is inscribed in the Biggs' Theory (1987), concerning the student's approach to learning, and under the guiding principle of LL. The concept of LL has been understood and formalised in a distinct way, translated into different educational policies, the practices of which must be empirically supported. We present a correlational study, with a sample of 163 Higher Education students. The approaches to learning were supported by the revised two-factor study process questionnaire (R-SPQ-2F). To evaluate the involvement of students in LL activities, the contents of some items of the Lifelong Learning Questionnaire (Kirby, Knapper, Lamon, & Egnatoff, 2010) were used. The results obtained in the correlational analysis allow us to associate the deep approach to some characteristics of learners throughout their life, especially concerning the establishing of goals and the self-direction of learning, whereas the superficial approach is mainly associated with the adaptation of learning strategies. The practical implications of these results are discussed below.

RESUMO: O artigo estudou as percepções de reclusas sobre formação na modalidade e-learning, num estabelecimento prisional feminino de Portugal. A análise do curso e da formação, inscritos no paradigma de aprendizagem ao longo da vida, objetiva estudar a possibilidade do e-learning constituir um dispositivo de diferenciação pedagógica que promove a inclusão digital. Os dados relativos ao percurso de aprendizagem em regime de e-learning foram recolhidos por dois questionários e um grupo focal. A análise dos dados evidencia que essas formandas, reclusas, consideram que a experiência de formação em e-learning lhes devolveu a confiança de que ainda têm capacidade de realizar novas aprendizagens, com impacto em perspectivas relacionadas a uma futura inserção no mercado de trabalho. Palavras-chave:Aprendizagem ao longo da vida. Inclusão digital. E-learning. Educação prisional. "I HAVE STARTED TO ENJOY STUDYING": E-LEARNING AS A MEAN OF INMATES' LIFELONG LEARNING IN A PORTUGUESE PRISONABSTRACT: The article analysed inmates' perceptions on e-learning training, in a female prison in Portugal. The course analysis and training focus is supported in the lifelong learning paradigm and its objective is to study the possibility of e-learning as a pedagogical differentiation

Numa sociedade e numa economia que recorre cada vez mais ao digital e que disponibiliza o conhecimento pela tecnologia, o domínio de competências digitais é importante para a promoção da inclusão social. Tendo esta problemática como foco, a pesquisa identifica contextos e usos de tecnologias digitais nos processos de aprendizagem ao longo da vida de adultos em situações de vulnerabilidade social e potenciais efeitos para a inclusão social a partir da análise de artigos alojados na base de dados EBSCOhost, publicados em revistas académicas entre 2012 e 2017. A análise revela como mais referenciados os contextos de formação, seguindo-se a tecnologia/ferramentas usadas, com destaque para a aprendizagem online, dispositivos móveis e aplicações offline. Menos referenciadas são as práticas pedagógicas e os formandos envolvidos nas aprendizagens, essenciais para a inclusão social.

Over the years, the European Union has strengthened measures that address the need to find answers to the challenges posed by the information society, which in turn underscores the importance of a focus on innovation of adult education, especially for those in conditions of social exclusion. The aim of this paper is to analyse the reality of Higher Education in Distance Learning and e-Learning in a prison

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