Revisiting the triadic classification of learning activities

Rethinking their measurement

Bibliographic Data

ID11424800
AuthorsJan Kalenda (0000-0002-4871-4753, Tomas Bata University in Zlin, corresponding author), Ellen Boeren (0000-0002-2285-5814, University of Glasgow)
Year2025
Volume44
Issue3
Pages257-272
Publication date2025-05-04
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueInternational Journal of Lifelong Education (JOURNAL)
Journal identifiersISSN: 0260-1370 • E-ISSN: 1464-519X
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/02601370.2025.2489506
OpenAlexW4409248078
LanguageEN
Citations received3
References cited26

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

Adult education · Epistemology · Pedagogy · Sociology · Global Educational Policies and Reforms · Higher Education Learning Practices · Innovative Education and Learning Practices · Psychology

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