What makes adults choose to learn: Factors that stimulate or prevent adults from learning

Abstract

Adult learning policies need to be based on an understanding of the inequalities in the uptake and benefits of learning and why adults might not participate. This needs to go beyond a mere insight in barriers that, once removed, do no longer provide a reason for adults not to participate. This article aims to delph deeper in understanding what makes adults choose to learn. It starts by applying a capability approach perspective to adult learning to evaluate whether adults have freedom to value learning and, whether they can effectively turn this freedom into learning. This conceptual framing puts certain concepts in the spotlight, namely, ‘agency’, ‘conversion factors’ and ‘benefits of learning’, which were further explored through a narrative literature review analysing 109 articles. This resulted in an exploration of these concepts and their interplay feeding into a conceptual model, opening new perspectives for evaluating whether adults have equal opportunities to value adult learning and turn their willingness into actual learning. This model supports future empirical studies aimed to understand participation and non-participation of adults in learning that can in turn feed policy makers with better insights and tools to develop interventions actually provide the right encouragements for adults to learn.

Grounded Theory on Creating and Maintaining Adult Education Programs in Selected Higher Education Institutions in the Philippines

“…as well as massive shifts in technology and workplace relations in the framework ofBenavot et al (2022) also relate to the contextual factors, strategic and operational levels of management, and maintenance of adult education in higher education programs as specified in the grounded theory generated in this study. The personal factors and the underlying dynamics provided by the frameworks of Boeren (2017),Broek et al (2023), and European Center forDevelopment of Vocational Training (CEDEFOP, 2014), the flexible model of learning for adults ofBoeren et al (2020), and the interplay among agency, conversion, and benefits ofBroek et al (2023) corroborate the five contextual factors at the personal level in the grounded theory developed in this study.…”

“…At the personal level, the contextual factors include (a) better opportunity for employment, (b) increased earning capacity, (c) inevitability of adult education in a knowledge-oriented society, (d) personal passion or interest of adult learners, and (e) industry needs of professionals with adult education background. As previous research show, from the learners' perspective adult learning is intentional and that there are personal factors and underlying dynamics which stimulate adults to learn (Boeren, 2017;Broek et al, 2023;CEDEPOF, 2014). According to Boeren et al (2020), flexible model of learning for adults will allow them to make choices and contextualize their learning in a manner appropriate to their own professional practice whilst also developing as a member of a learning community.…”

“…According to Boeren et al (2020), flexible model of learning for adults will allow them to make choices and contextualize their learning in a manner appropriate to their own professional practice whilst also developing as a member of a learning community. Broek et al (2023) have explored the interplay among agency, conversion, benefits and identified different factors that "influence whether adults intentionally act towards engaging in organized and structured learning and development activities" (p. 636). Several personal factors underlie adult education and learning.…”

“…Creating and maintaining AEHE programs may also be influenced by factors that stimulate or prevent adults to learn. Broek et al (2023) illustrate the interplay among agency, conversion factors, and results and benefits of adult learning. Agency towards learning is considered a valuable option or choice characterized by the capability set of the adult learners.…”

Nurses-Led Municipal Leadership and Governance Program: Experiences of Local Chief Executives in Central Visayas, Philippines

“…The integration of theory and practice enhances the learning process (Berndtsson et al, 2020 ; Radovic et al, 2021 ; Wrenn & Wrenn, 2009 ). Adult learners prefer an accumulated foundation of life experiences and knowledge, including work-related activities, family responsibilities, and previous education (Broek et al, 2023 ). Part of their learning need is to connect learning to this knowledge/experience base.…”