For 70 years, the International Review of Education (IRE) has been at the forefront of global discourse on comparative education and lifelong learning. As the longest-running journal in its field, IRE has shaped international education research and policy, providing a platform for scholars and practitioners to explore critical issues — from early debates on comparative methodologies to contemporary challenges like climate change, digital transformation and social equity. 

The University of Stirling is hosting an exploration of the ways in which work and life is increasingly entangled with data and AI. This event is geared towards workers and citizens interested in finding out more about the ways in which they are ‘surveilled’ and ‘surveilling’ in workplaces and society at large. AI expertise is not required! Insightful robust discussions across sectors may also give participants a way to spark similar informed debate in their own contexts as activism, advocacy, or professional learning. A resource package will be available post-event to facilitate this engagement. NB this is a hybrid event with both ace-to-face and online attendance options.

The Lifelong Learning Platform (LLLP), in cooperation with Springer’s International Handbook of Lifelong Learning, launches a new series of webinars to present cutting-edge research on lifelong learning to an interested audience. In a compact format, individual research findings and critical reflections on burning issues, such as the ecology of lifelong-lifewide learning for sustainable generative futures or learning for climate justice will be presented and discussed in the focus of social/political and the economic.

This special edition issue of AJAL is comprised of articles with a focus on capturing and illuminating the experiences provided in and through work and how they contribute to adult learning and development more generally, as well as those associated with occupational capacities and subjectivities and workplace competence. In this way, the special issue is not about workplace learning per se, but rather the kinds of experiences and legacies arising from adults’ participation in work practice and the activities and interactions that comprise working life.