MY TEACHING JOURNEY – Page 2 – Critical Research Journal

The landscape of extra-mural higher education is experiencing significant challenges both in the UK and globally, leading to a perceived decline in its prominence and effectiveness. This decline can be attributed to several interrelated factors, including shifts in educational policy, economic pressures, and the impact of digital transformation.

One of the primary reasons for the decline of extra-mural higher education is the shift in policy focus towards more utilitarian educational outcomes. Tuckett highlights that post-2003, there has been a narrowing of public investment in adult education, which has increasingly prioritized qualifications that directly enhance labour market participation over broader educational goals (Tuckett, 2017). This trend reflects a broader global movement towards ‘commodification’ in education, where the emphasis is placed on measurable outcomes that serve immediate economic needs rather than fostering a well-rounded educational experience (Al-Haija & Mahamid, 2021). The neoliberal policies that have permeated higher education systems worldwide have led to a competitive, market-driven environment that often side-lines extra-mural programmes, which traditionally cater to diverse community needs and lifelong learning opportunities (Budd, 2017).

The COVID-19 pandemic has acted as a catalyst for rapid digital transformation in higher education, complicating the landscape for extra-mural studies. The abrupt transition to online learning exposed significant gaps in accessibility and engagement, particularly for adult learners who may not have the same level of digital literacy or resources as traditional students (Hamburg, 2021; Мосьпан, 2023). As a result, many institutions have struggled to maintain the quality and inclusivity of their extra-mural offerings, leading to a decline in participation rates (Morales et al., 2021). The pandemic has also accelerated the trend towards remote and flexible learning, which, while beneficial in some respects, has diminished the traditional face-to-face community engagement that extra-mural education often relies upon (Hamburg, 2021).

Finally, the transformation of higher education systems has been described as “glonacal,” indicating that educational activities are shaped by global, national, and local influences simultaneously (Mirgorodskaya, 2023). This complexity can lead to a dilution of local extra-mural programs as institutions increasingly align their offerings with global trends and market demands, potentially neglecting the unique needs of their local communities (Sabadash, 2023). The emphasis on internationalization and the pursuit of global rankings can overshadow the importance of community-focused education, further contributing to the decline of extra-mural initiatives (“Internationalization of higher education in Thailand: Promises and reality”, 2022).

Thus, the decline of extra-mural higher education in the UK and worldwide can be attributed to a combination of policy shifts towards utilitarian outcomes, the impacts of digital transformation accelerated by the COVID-19 pandemic, and the pressures of globalization that often prioritize international competitiveness over local engagement. These factors collectively challenge the sustainability and relevance of extra-mural education, and necessitate a re-evaluation of its role within the broader higher education landscape.

REFERENCES

Al-Haija, Y. A., & Mahamid, H. (2021). Trends in Higher Education Under Neoliberalism: Between Traditional Education and the Culture of Globalization. Educational Research and Reviews, 16(2), 16–26. https://doi.org/10.5897/err2020.4101

Budd, R. W. (2017). Higher Education – From Global Trends to Local Realities. 129–142. https://doi.org/10.4324/9781315563091-11

Hamburg, I. (2021). COVID-19 as a Catalyst for Digital Lifelong Learning and Reskilling. Advances in Research, 21–27. https://doi.org/10.9734/air/2021/v22i130282

Internationalization of Higher Education in Thailand: Promises and Reality. (2022). Kasetsart Journal of Social Sciences, 43(1). https://doi.org/10.34044/j.kjss.2022.43.1.25

Mirgorodskaya, E. (2023). Transformation of the Higher Education System: Current and Emerging Global Trends. E3s Web of Conferences, 431, 09013. https://doi.org/10.1051/e3sconf/202343109013

Morales, V. J. G., Garrido‐Moreno, A., & Rojas, R. M. (2021). The Transformation of Higher Education After the COVID Disruption: Emerging Challenges in an Online Learning Scenario. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.616059

Sabadash, D. (2023). Advantages and Disadvantages of Using Flipped Classroom to Facilitate Concept “Glocal” in Tertiary Education. https://doi.org/10.36074/logos-23.06.2023.52

Tuckett, A. (2017). The Rise and Fall of Life-Wide Learning for Adults in England. International Journal of Lifelong Education, 36(1–2), 230–249. https://doi.org/10.1080/02601370.2017.1274546

Мосьпан, Н. В. (2023). The 4 Cs Strategy for Disseminating Innovations in University Teaching: Classroom, Corridors, Campus, Community. Journal of University Teaching and Learning Practice, 20(1), 13–34. https://doi.org/10.53761/1.20.01.04

There are a few reasons why some people write without following standard grammar conventions, using abbreviations like “yr” or “gr8”, and jumping between topics without clear sentence structure.

Informal Contexts: In casual settings like texting, social media, or online forums, people often prioritise speed and convenience over grammatical accuracy. Abbreviations and shortcuts save time, and there’s less emphasis on formal writing rules.
Texting Culture: Mobile phone texting and early internet communications, such as chat rooms and instant messaging, shaped a style of writing focused on brevity. Character limits in early text messages encouraged abbreviations and shorthand.
Expressiveness: Some people use non-standard writing to reflect personality, tone, or creativity. Abbreviations, emojis, and fragmented thoughts can give the writing a casual, conversational tone, mimicking the way people speak in informal contexts.
Cultural Influence: Certain subcultures, especially younger generations, use shorthand and abbreviations as a form of identity or group belonging. Writing styles that break grammatical conventions can signal membership in these groups.
Attention Span: Some may write in fragmented, stream-of-consciousness styles because it reflects how they think or interact with media. Social media, where short posts are standard, also rewards concise, punchy communication, often at the expense of traditional structure.
Cognitive Differences: For some people, especially those with conditions like ADHD or dyslexia, writing that jumps between subjects or avoids standard grammar might reflect their natural thought patterns. In these cases, non-linear or fragmented writing may be easier or feel more natural.

These deviations often happen in less formal contexts, where clarity and correctness aren’t prioritised. However, in academic, professional, or serious writing, these habits tend to be avoided because they can hinder clear communication.