Continuing education (CE) plays a crucial role in workforce development and economic growth across Asia, yet the landscape of CE research in the region has not been comprehensively mapped. A comprehensive bibliometric analysis of continuing education (CE) research in Asia from 1972 to 2023 was carried out, utilizing data from the Scopus database to map the evolving landscape of CE research in the region. Findings revealed a significant surge in research output since the late 1990s, with East Asian countries, particularly China, Hong Kong (China), and Taiwan (ROC), emerging as leaders in the field. The analysis uncovers several key patterns: institutional collaborations tend to cluster regionally, there's a noticeable generational gap in researcher’s networks, and the healthcare sector dominates CE research topics. Recent trends indicate a shift towards digital learning approaches and learner-centered methodologies. The study also highlights the need for increased cross-border collaborations and expansion of CE research beyond the healthcare sector. This research contributes to a deeper understanding of CE research trends in Asia and provides insights for future directions in the field. Copyright ©2024 Scientific Methodical Center.

The COVID-19 pandemic has necessitated the adoption of distance learning as a new alternative educational approach globally, a shift that has persisted even to the post-pandemic period. Despite identifying online educational advantages in previous studies, the abrupt societal changes brought about by the pandemic have exposed disproportionate difficulties. This study aims to understand how attention deficit/hyperactivity disorder (ADHD) children and their parents are influenced by this educational pattern, and to outline a framework to improve their home-based learning environment from a design perspective. Following the Kolb's Experiential Learning Cycle (KELC), the research commenced with the analysis of ADHD children and online-schooling in Hong Kong. After problems are identified initially, the observational study of 32 school students with or without ADHD in a home-learning environment is conducted to interpret these problems. This process has identified the key issues of domestic distraction and the need for resource support. The study also provides a multi-functional table design as an initial direction for developing supportive frameworks. Then, another study is conducted with a total of 30 school students with or without ADHD and their stakeholders to assess the effectiveness of the design concept. Therefore, the study's findings provide a valuable insight for proposing the framework to improve the home learning experience via the working area for ADHD children. These research findings not only contribute to academic discourse for validating ADHD children challenges in distance education, but also facilitate ADHD parents, educators and designers to enhance the home learning environment by offering a structured design framework. Copyright ©2024 Scientia Socialis Ltd.