Adult Learner Engagement in Higher Education
Summary
Adult learners constitute a growing and diverse segment of higher education, characterised by varied life experiences, responsibilities and motivations. Engagement among this group hinges on the interplay of intrinsic drives, such as career advancement and personal fulfilment, and extrinsic factors, including institutional support and flexible delivery modes. Pedagogical approaches rooted in andragogy encourage self-directed learning, whereby adults assume responsibility for their educational journey, drawing on prior knowledge and real-world contexts. Effective engagement strategies encompass personalised feedback, collaborative projects that acknowledge professional expertise, and adaptive technologies that accommodate complex life schedules. Barriers to sustained involvement often arise from role conflicts, time constraints and perceptions of inadequate institutional understanding. Overcoming these challenges requires holistic support structures—encompassing academic advising, financial guidance and peer mentoring—and a curriculum designed to integrate practical application with conceptual rigour. Globally, institutions are experimenting with micro-credentials and competency-based pathways that enable adults to stack short modules towards recognised qualifications, thus enhancing both accessibility and lifelong employability. By aligning policy, pedagogy and practice, higher education can foster sustained engagement, empower adult learners to fulfil individual and societal goals, and contribute to economic resilience in an era of rapid change.
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Adult Learner Engagement in Higher Education publication trend
The graph below shows the total number of articles in adult learner engagement in higher education across all publications each year (not limited to Nature Index journals).
Technical terms
Andragogy: A theory of adult learning that emphasises self-directed study, relevance to real-world problems and collaborative learning.
Self-directed learning: A process whereby learners take initiative, with or without support, to diagnose needs, set goals and evaluate outcomes.
Digital competence: The set of skills and knowledge required to use information and communication technologies effectively and responsibly.
References
- Norwegian Public Health Nursing Students’ Experiences with the Transition from Classroom to Online Lectures: Benefits and Challenges. Education Sciences (2024).
- Drives and Motives During Online Degree Completion. International Journal of Adult Education and Technology (2023).
- Ed Tech in Adult Online Learning. International Journal of Adult Education and Technology (2024).
- The Five Ps of the Adult Learner Journey through the Community College: A Conceptual Framework. Innovative Higher Education (2024).
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