All of the above have already been studied, researched, and discussed for many decades, and there have been proposed various solutions and applications (e.g., the disparity in education, emergency protocols, support for online education, etc.). ) (d) student engagement (e) inclusion (f) special education and more (still debated to the time of writing this article) were raised. Issues such as (a) educational technology (e.g., immediate utilization of audiovisual media technologies) (b) educator preparedness, and new skills and abilities (c) digital divide and gap (e.g., between digital immigrants and digital natives, digital wisdom or/and digital nativism, etc. Furthermore, throughout the first wave of the COVID-19 pandemic, all educational systems worldwide suddenly shifted to online learning and began to plan and design the (new) future of education and digital transformation at all educational levels and disciplines (including adult education).

The new modifications and changes, the so-called COVID-19 teaching methods or/and COVID-19 teaching tools and so on, have already been thoroughly studied, researched, and applied with different names in the recent past and led to various interesting research findings and results, following the development of the first web browser by Tim Berners-Lee in 1990, thus marking the creation and development of online learning and teaching. The new order which has emerged due to the COVID-19 pandemic, has led education administrators and educators to make (new) вЂњchangesвЂќ, such as adjusting, adapting, or/and applying old (and forgotten) teaching methodologies and methods, educational activities, techniques, and communication tools. An important conclusion of this article is that the (inter)national genealogical characteristics and habits, the inherent and special characteristics, and the socio-cultural identity of learners, as well as the various (inter)national social-phenomena (e.g., media socio-phenomenon, Internet phenomenon, revival phenomenon, etc.) of the past and present, should always be taken into account by education administrators and educators, in order to maintain a quality and sustainable future education.

Furthermore, the results disclosed that an online educational process utilizing audiovisual media technologies and audiovisual content (audiovisual media communications) may support technology-enhanced learning through non-verbal communication in the new streamlined digital era in which we live. The findings from the pilot case study revealed that the television content can also shape (adult) learnersвЂ™ perceptions on how they understand and learn in an online environment in regard to the generational cohort they belong. The aforementioned were applied in a pilot case study with adult educators as adult learners (18 years and older), providing literature data and historical elements as a source of further study. This venture focuses on the cases of Cyprus and Greece following literature materials and reviews, research results, and findings of previous numerous studies and research papers from and through the Internet that were considered as background. More specifically, it attempts to shed light on media trends and prospects as educational activities and techniques, as well as on the utmost importance of the use of television content as audiovisual educational content.

The purpose of this article is to provide information and data that will contribute to the enhancement of teaching methodologies for online learning and teaching at all educational levels and disciplines (including adult education).

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