Demographic Factors Influencing Third-Age ICT Faculty Participation in Distance Professional Development: A Case Study from Uzbekistan
Abstract
This study investigates the influence of demographic factors such as gender, academic rank, region of residence, and field of specialization on the participation of third-age information and communication technology faculty members in the distance professional development in Uzbekistan. Using data of$\mathbf{1 5 7}$participants from the national portal, the analysis identifies key demographic trends in the participation forms, including the alternative program and distance training, as well as unregistered participants and did not completers. The results indicate statistically significant associations between specialization and participation forms, while gender, regional, and positional disparities highlight the need for more targeted strategies in professional development planning. The findings contribute to developing effective adult learning programs, aging, technology, and continuous professional development research.