Adult Learners Research Articles

Culturally responsive adult education practices in Türkiye: investigating adult educators and students’ perspectives

ABSTRACT There is limited evidence about how culturally responsive teaching and learning (CRTL) is implemented in adult education. Departing from this gap, this study aimed to reveal culturally responsive adult education practices in a public education centre in Türkiye by investigating the perspectives of adult educators and students. This study was designed as a case study. Seven adult educators with experience teaching culturally and linguistically diverse adult learners and six of their students participated in this study. The data were gathered through semi-structured interviews and analysed through content analysis. Six themes emerged during the study: adult educators’ conceptualisation of culturally responsive education, adult students’ needs and ideas, educators’ role and expectations, CRTL practices implemented by adult educators, changes conducted implementing training modules, and problems encountered. The findings revealed that adult educators’ conceptualisation of CRTL was restricted to considering all students equal. The cultural background of the adult students was rarely integrated into the teaching strategies of adult educators. In addition, adult educators depicted several problems such as language problems, lack of training and teaching material, and national policies. Turkish adult educators and students’ perspectives may offer valuable guidelines for planning and conducting CRTL.

Strategies Used by the Institute of Adult Education to Promote Gender Balance in Tanzania

The study explored Strategies used by the Institute of Adult Education to promote gender balance in Tanzania. This study employed a qualitative research approach, guided by a phenomenological research design. The target population were adult learners, lecturers and Resident tutors from the Institute of Adult Education. The study employed 20 respondents sampled from the Kinondoni centre. The sample involved 15 adult learners, 4 lecturers and 1 Resident Tutor. Data were collected through in-depth interviews and analysed thematically as well as manually. A summary and direct quotations from the participants focusing on the objectives were provided. The researcher identified several strategies employed by the Institute of Adult Education to promote gender balance, including treating all genders equally and presenting features that are similar to those of female learners. The study also established that the Institute of Adult Education established a gender unit, a 50:50 enrolment policy, gender programmes, plans and activities toward gender balance. It concluded that appropriate learning strategies would benefit learners based on their characteristics. The study further recommended a need to devise a mechanism to ensure that gender is promoted at the Institute of Adult Education ensure a balance between male and female learners in various programmes. Moreover, the government should consider an employment policy that is gender sensitive to ensure that members of academic staff are employed with much consideration of gender to avoid male dominance.

The Black Male Adult Learner Success Theory: unpacking institutional structures that support academic success

Adult learners are one of the largest growing populations on college campuses. However, many universities do not consider this population generally and Black male adult learners specifically in policy decisions. To address this oversight there has been a growing body of work exploring the experiences of Black male adult learners in higher education, but most theories used to study this population were developed for traditional aged college students. Given the differences in the experiences of Black male adult learners, I developed the Black Male Adult Learner Success Theory (BMALST) to present an asset-based lens in which to study and make institutional decisions that cultivate the academic success of Black male adult learners. In this article I present the journey to developing the BMALST, describe the theory, and discuss how it could be used by institutions to improve the experience for Black male adult learners in higher education.

Self-Motivation and Personalized Strategies for Enhancing English Language Proficiency in Professional Contexts

English proficiency is fundamental in the modern-day globalized workplace for professionals. This study examines the impact self-motivation and personalized learning strategies on professional English language skills. Twenty-five professionals were purposively selected for interviews to discuss their perceptions and experiences with the use of the English language in professional contexts. The primary data were narrative accounts from one-on-one interviews. The findings revealed that participants were primarily motivated to improve their English proficiency due to its perceived value in enhancing professional advancement, building confidence, and improving workplace efficiency. Career development emerged as a significant factor, as participants associated strong English skills with increased promotional opportunities and enhanced professional visibility. Many individuals overcame psychological barriers, such as shyness and low confidence, through purposeful self-improvement. Participants also viewed English proficiency as crucial for building confidence, contributing more meaningfully in collaborative environments, and feeling empowered in professional settings. The drive to be effective at work was further motivated by the fact that language competence enhanced task management, team communication, and overall job satisfaction. Personalized learning strategies included engaging in informal language exchanges with colleagues, adopting a growth mindset to embrace mistakes, and utilizing interactive tools such as apps and audiovisual content. These strategies enabled them to integrate English into real-life contexts, making language development both practical and sustainable. This matters because it highlights how intrinsic motivation and personalized, context-driven strategies can significantly support adult language learners in professional environments, suggesting that autonomy and relevance are key components in effective language acquisition.

INTEGRATING DIGITAL COMPETENCE IN ADULT EFL LEARNERS: STRATEGIES FOR EFFECTIVE TECHNOLOGY USE

The integration of digital literacy into language learning has been widely explored, yet studies focusing on adult English as a Foreign Language (EFL) learners’ digital competence in academic settings remain limited. Previous research has highlighted general digital literacy frameworks (Reddy et al., 2023; Fadilah, 2023), teacher digital competence gaps (Giannikas et al., 2022), and the positive correlation between digital literacy and language proficiency (Wahyuddin et al., 2024). However, these studies have not specifically examined how adult EFL learners navigate digital literacy challenges, particularly in critical evaluation of online resources and cybersecurity awareness. This study aims to assess the digital competence of adult EFL learners, focusing on five key dimensions: general digital competence, technology integration in language learning, digital literacy and skills, digital communication and collaboration, and online safety. Using a structured questionnaire administered to 56 university students, the findings indicate that while students demonstrate strong proficiency in basic digital tasks and language learning applications (71% overall digital competence score), they struggle with critically evaluating online resources and cybersecurity practices. These results emphasize the need for structured pedagogical strategies, including targeted digital literacy training and collaborative learning environments, to enhance EFL learners’ technological integration skills. This study contributes to the effective implementation of digital literacy in EFL education by addressing the specific challenges faced by adult learners, ultimately fostering their linguistic and digital proficiency in academic and professional contexts. The findings imply that EFL programs should include targeted digital literacy education that tackles critical thinking and online safety. Strengthening these areas will enable adult learners to effectively navigate digital settings, promoting academic achievement as well as lifetime digital involvement.

Migration and ageing: development and potential of a new field of research in adult education and learning

ABSTRACT This paper explores the intersection of ageing and migration, outlining the demographic trends, typology for approaching the migration-ageing-nexus, and the status of research in social sciences and adult education. It highlights the underexplored area of ageing, migration and adult education, emphasising the need for a comprehensive understanding of the challenges faced by older migrants. The paper also discusses the potential for future research and practice to adopt a perspective that emphasises the resources and agency of older migrants. Finally, the paper raises critical questions and perspectives for future scientific exploration in the field of adult education and learning at the intersection of ageing and migration.

Cultivating Engagement: Innovative Practices for Online Adult Education

This article examines the evolving landscape of online adult education, focusing on community building and engagement strategies in higher education. With a growing number of non-traditional students in online graduate programs, educators must adapt to the challenges faced by adult learners. Through their experience coordinating the Higher, Adult and Lifelong Education Master’s program at Michigan State University, the authors highlight two innovative initiatives: the Speaker Series and the Online Masters Student Ambassadors program. The Speaker Series invites current students and alumni to address relevant contemporary issues related to student retention and sense of belonging. Meanwhile, Student Ambassadors provide prospective students with authentic insights into online learning experiences. The article reflects on the lessons we encountered in implementing these strategies and emphasizes the importance of learning opportunities outside the online classroom. Ultimately, it advocates for a holistic approach to online adult education enriching the educational journeys of adult learners.

Developing a Brain-Friendly Teaching Model for Teacher Professional Development in the Digital Age

This study aimed to develop and evaluate a brain-friendly teaching model for teacher professional development (TPD) in the digital age, grounded in contemporary neuroscience and adult learning theory. The research was conducted using a qualitative exploratory research design, situated within the Design-Based Research (DBR) framework, allowing for iterative model construction through cyclesof literature review, expert consultation, and practitioner validation. The primary objectives were to synthesize key brain-compatible teaching principles, integrate cognitive, emotional, and social learning strategies with digital tools, and assess the model's applicability and effectiveness in real-world educational contexts.The purposive sample comprised 18 participants, including 6 teacher educators, 6 professional development experts, and 6 in-service secondary school teachers, all with a minimum of five years of professional experience. Data were gathered in three phases: (i) document analysis of 20 key sources including policy reports and academic articles, (ii) semi-structured interviews with 12 experts, and (iii) a focus group discussion (FGD) with in-service teachers to evaluate the model’s usability, cultural relevance, and pedagogical feasibility.Thematic analysis was employed to interpret the data, revealing core design priorities such as emotional safety, cognitive engagement, reflection and metacognition, social interaction, and usability in digital platforms. Participants highlighted the model’s cultural responsiveness and practical alignment with their classroom realities. The study concludes that a brain-compatible, context-sensitive, and digitally integrated PD model can offer sustainable pathways for enhancing teaching practices in diverse educational settings.

Does slow and steady win the race? The relationship between adult EFL learners’ time-related task strategies and achievement

ABSTRACT Despite the known importance of out-of-class assignments in academic success, research on how adult students engage with tasks in online learning is limited. Students use various time-related engagement strategies, from completing assignments in advance to delaying them until the last minute. Research is unclear about what strategies are more beneficial in terms of academic achievement. In this study, we examine task engagement strategies of 70,527 learners and their relationship with academic achievement. We use LMS data from an online English language learning platform. We identified three distinct task engagement strategies, including ‘Last minute Larry’, ‘Slow and steady’, and ‘Early bird’ students. While ‘Early birds’ complete the most tasks, their academic achievement is comparable to ‘Last minute Larrys’. ‘Slow and steady’ students are the most academically successful. Our study contributes to the discussion on time-related task strategies, shedding light on the latent efficacy of the slow pace of task completion.

Towards a strengths-based PEER framework: how peer learning behaviours help develop ICT competencies in older adults

ABSTRACT As populations age and digital technologies become increasingly embedded in everyday life, fostering ICT competencies among older adults is essential for promoting independence, social inclusion, and well-being. While peer learning has shown promise in supporting digital engagement, existing research often adopts a deficit perspective that emphasises limitations and barriers. This study takes a strengths-based approach, focusing on older adults’ capabilities and agency in peer-led ICT learning environments. Drawing on qualitative data from observations and interviews with learners and peer tutors at an older adult learning organisation, we identify four key strengths-based behaviours – Pioneering, Experiencing, Enabling, and Responding – that support ICT skill development. These behaviours are mapped to corresponding collaborative mindsets, forming the PEER framework. Our findings demonstrate how peer learning can empower older adults through mutual respect, practical engagement, emotional support, and responsiveness to individual needs. The study offers theoretical and practical contributions to the design of ICT programmes that build on older adults’ strengths.

A systematic review of digital literacy in lifelong learning for older adults: challenges, strategies, and learning outcomes

A systematic review of digital literacy in lifelong learning for older adults: challenges, strategies, and learning outcomes

Youth and adult learning for the green transition in Italy and Portugal: policy and perspectives of key-actors from multilevel governance

Youth and adult learning for the green transition in Italy and Portugal: policy and perspectives of key-actors from multilevel governance

Tracing the conception of adult learners in second chance education. An analysis of an adult education system in French-speaking Belgium

ABSTRACT The objective of this article is to trace the conception of the adult learner in a sub-national form of adult education in French-speaking Belgium (Enseignement de promotion sociale, EPS). More specifically, the analysis aims to identify to what extent the conception of the adult learner embodies the tension between creating employable workers or promoting emancipated individuals. The texts of draft, proposed, and enacted decrees regulating EPS were analysed based on the anthropological conception developed by Bonvin and Laruffa inspired by the capability approach which considers individuals as receivers ;(i.e. vulnerable beings), doers ;(i.e. beings capable of contributing to society), and judges ;(i.e. beings capable of making decisions and expressing their needs). Findings show that the legislative documents encourage the creation of an opportunity structure enabling adult learners to primarily develop their employability, yet without neglecting their emancipation. In this sense, adult learners are seen mainly as active receivers, that is, beneficiaries of support and resources who have the aim of becoming individuals who can act and exert agency over their own lives.

Learner emotions and performance in hypercasual VR games with adaptive AI difficulty

Abstract Hypercasual virtual reality games (HVRGs) are widely regarded as cost‐effective tools for rapid skill acquisition, yet the mechanisms that optimise their effectiveness and user acceptance remain insufficiently explored. This mixed‐methods empirical study investigates how playful emotions, characterised by engagement, enjoyment and anxiety, influence performance, measured through game scores, in HVRGs employing two distinct difficulty strategies: (1) progressive game difficulty (PGD) and (2) dynamic game difficulty (DGD). Using a mixed‐methods approach, data were collected from 50 adult participants during gameplay sessions of TargetShootingMania for this study. The findings aim to enhance understanding of the interplay between playful emotions and performance across difficulty strategies, contributing to the design of more effective and engaging hypercasual VR learning tools. The results indicate that the rule‐based AI‐enabled DGD significantly enhances performance by fostering higher levels of engagement and enjoyment while reducing anxiety compared to the PGD. The findings suggest that adaptive difficulty settings in HVRGs can better align with adult learners' capabilities, thereby optimising learning outcomes through enhanced emotional engagement. These insights contribute to the understanding of effective smart learning game design, emphasising the importance of tailoring game challenges to individual player needs to promote optimal learning experiences. The study underscores the potential of dynamic difficulty adjustments in smart learning to improve both the efficacy and enjoyment of learning through play. It also provides practical insights for game developers and educators, highlighting the importance of adaptive difficulty mechanisms in improving user engagement, learning outcomes, and enjoyment in HVRGs.

Children's simultaneous or successive acquisition of vocabulary and grammar: Evidence from cross-situational learning.

Recent evidence from cross-situational learning (CSL) studies have shown that adult learners can acquire words and grammar simultaneously when sentences of the novel language co-occur with dynamic scenes to which they refer. Syntactic bootstrapping accounts suggest that grammatical knowledge may help scaffold vocabulary acquisition by constraining possible meanings, thus, for children, words and grammar may be acquired at different rates. Twenty children (ages 8 to 9) were exposed in a CSSL study to an artificial language comprising nouns, verbs, and case markers occurring within a verb-final grammatical structure. Children acquired syntax (i.e., word order) effectively, but we found no evidence of vocabulary learning, whereas previous adult studies showed learning of both from similar input. Grammatical information may thus be available early for children, to help constrain and support later vocabulary learning. We propose that gradual maturation of declarative memory systems may result in more effective vocabulary learning in adults.

INTEGRATING DIGITAL COMPETENCE IN ADULT EFL LEARNERS: STRATEGIES FOR EFFECTIVE TECHNOLOGY USE

The integration of digital literacy into language learning has been widely explored, yet studies focusing on adult English as a Foreign Language (EFL) learners’ digital competence in academic settings remain limited. Previous research has highlighted general digital literacy frameworks (Reddy et al., 2023; Fadilah, 2023), teacher digital competence gaps (Giannikas et al., 2022), and the positive correlation between digital literacy and language proficiency (Wahyuddin et al., 2024). However, these studies have not specifically examined how adult EFL learners navigate digital literacy challenges, particularly in critical evaluation of online resources and cybersecurity awareness. This study aims to assess the digital competence of adult EFL learners, focusing on five key dimensions: general digital competence, technology integration in language learning, digital literacy and skills, digital communication and collaboration, and online safety. Using a structured questionnaire administered to 56 university students, the findings indicate that while students demonstrate strong proficiency in basic digital tasks and language learning applications (71% overall digital competence score), they struggle with critically evaluating online resources and cybersecurity practices. These results emphasize the need for structured pedagogical strategies, including targeted digital literacy training and collaborative learning environments, to enhance EFL learners’ technological integration skills. This study contributes to the effective implementation of digital literacy in EFL education by addressing the specific challenges faced by adult learners, ultimately fostering their linguistic and digital proficiency in academic and professional contexts. The findings imply that EFL programs should include targeted digital literacy education that tackles critical thinking and online safety. Strengthening these areas will enable adult learners to effectively navigate digital settings, promoting academic achievement as well as lifetime digital involvement.

Unlocking adult literacy: exploring Malawian facilitators’ insights on effective facilitation methods

This paper explores adult literacy facilitators’ insights on facilitation methods for adult learning in Malawi. Facilitators’ knowledge of facilitation methods is critical for adult learning. The study used the qualitative research approach and was exploratory. Data collection methods included face-to-face interviews, focus group discussions, and literacy class observations. The study revealed that very few adult literacy facilitators have some knowledge of facilitation methods for adult learning, hence, facilitation process was mainly facilitator-centred. Overall, it emerged that lecture, and question and answer methods were predominantly used facilitation methods. It further revealed that demonstration, discussion, debate and narration methods were hardly used during facilitation process which deprived adult learners of opportunities to practice different skills. Limited knowledge of effective facilitation methods among facilitators negatively impacts their decision-making. This, in turn, affects the quality of literacy classes and contradicts the principles of andragogy theory. Consequently, limited knowledge of facilitators about effective facilitation methods overall affected the achievement of adult learning outcomes.

Treasures from our field: sharing mathematics education research through story and essay

Abstract Our field is brimming with insights into how children learn mathematics. Yet, much of this treasure fails to reach a group that holds significant influence over children’s learning: parents. While most parents want their child to succeed in the subject, many do not know how to help, or are so wounded from their own mathematics education that they do their best to avoid it. For several years, I have been writing a collection of stories and narrative essays aimed at parents and caregivers of young children. The stories follow the family of a young child as she embarks on her formal mathematics education. The essays respond to the events in the story, drawing on research to illuminate the characters’ struggles and offering suggestions that might help. Here, I share one story about place-value, Whiskers, and its accompanying essay, and discuss how the collection aligns with an Arts-Based Research methodology. Although initially conceived for parents, the stories and essays are also relevant for primary school teachers, adult learners, and anyone interested in the risky, unpredictable delight of helping children learn mathematics.

A virtual reality game for older adults’ immersive learning

This article presents a feasibility study that assessed the effectiveness of a virtual reality (VR) game in training older adults’ cognitive and independent living skills. A home-like virtual environment, comprising six mini-games, each designed to target a specific type of learning, was created to enhance the gamified experience. A qualitative approach was used to evaluate the feasibility of the gamified approach, involving semi-structured interviews with older adults (N = 30) who had played the VR game. Findings revealed positive feedback on the VR game’s effectiveness in facilitating learning among older adults, including ease of use and perceived usefulness which informed their acceptance of the technology, as well as the competency and cognitive developments afforded by the VR game. The gaming experience also offers varying degrees of stimulation and engagement, although some negative experiences, such as cybersickness and anxiety, were identified that may require further attention. The study’s findings offer insights into the feasibility of employing digital game-based learning for older adults within an immersive learning environment and provide best practices for designing VR games that promote the development of cognitive and independent living skills.

Diverse cultural backgrounds influence language aptitude and working memory in adult Chinese language learning

Previous studies have discussed the most important factor limiting whether learners can achieve advanced language proficiency. For adults, language aptitude is one of the key factors; for children, it is primarily a matter of early and sustained language experience. However, this study shows that different early cultural backgrounds lead to various levels of linguistic aptitude when learning a foreign language in adulthood. For learners from Non-Chinese-character cultural circles (abbreviated as N4C), phonetic coding ability (PCA), one of the pure linguistic abilities, is the best predictor of Chinese listening proficiency, which can explain up to 51.8% of the difference in listening level. For learners from 4 C, both PCA and executive working memory (EWM), one of the general cognitive abilities, are the best predictors of listening proficiency. Together, they can explain about 41.5% of the difference in Chinese listening level. We speculate that in early stages of language acquisition, pure linguistic abilities are shaped easier than cognitive abilities. For adult learners, whether the native language they learned before the critical period and the foreign language they learned as adults belong to the same cultural circle may impact how well they use their pure linguistic abilities.