The COVID-19 Pandemic and Health Literacy Skills as Part of Adult and Continuing Education: Perspectives from Turkey

Autor/in	Tezcan, Fatma
Titel	The COVID-19 Pandemic and Health Literacy Skills as Part of Adult and Continuing Education: Perspectives from Turkey
Quelle	In: New Horizons in Adult Education & Human Resource Development, 34 (2022) 2, S.49-52 (4 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tezcan, Fatma)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1939-4225
DOI	10.1002/nha3.20355
Schlagwörter	COVID-19; Pandemics; Foreign Countries; Adult Education; Continuing Education; Health Education; Knowledge Level; Crisis Management; Educational Needs; Coping; Lifelong Learning; Health Promotion; Health Behavior; Turkey + Suchen Sie Ihr Suchwort? Ausland; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Weiterbildung; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Wissensbasis; Krisenmanagement; Educational need; Bildungsbedarf; Bewältigung; Life-long learning; Lebenslanges Lernen; Gesundheitsfürsorge; Gesundheitshilfe; Reihenuntersuchung; Health behaviour; Gesundheitsverhalten; Türkei
Abstract	With the COVID-19 pandemic, adult learning and education has turned toward the field of health. Group behavior is as effective as individual attitudes and skills in coping with the pandemic and slowing the spread of the disease. In this process, adults' health literacy skills are vital in their strategies to cope with the pandemic. This paper is aimed to examine the learning needs of adults that have emerged with the pandemic from the perspective of Turkey. The COVID-19 pandemic demonstrates the key role of education as part of lifelong learning, in the context of adult health literacy skills and managing disaster processes. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01