Lifelong learning is a necessity. In a world where living conditions, employer expectations, and new technologies are constantly evolving, the very process of learning is also changing. And this applies not only to children and young people, but also to adults.

Read on to learn:

• What characterises adult learning?
• How is artificial intelligence being used in adult education? How else can it be applied in learning?
• What are some real-world examples of AI in adult learning and teaching?

What is adult learning about?

Adult learning differs fundamentally from how children and adolescents learn. And this has nothing to do with the mistaken, though still widespread, belief that intellectual capacity inevitably declines with age.

In 1999, in their publication “Human Development”, Jeffrey S. Turner and Donald B. Helms emphasised that adults with above-average intelligence (commonly referred to as “gifted”) can continue to develop intellectually well into later life without difficulty. Moreover, when they learn at a pace that suits them, rather than under time pressure, they tend to achieve the best results.

Edward Lee Thorndike, one of the first researchers to study the relationship between age and learning ability, demonstrated that people reach their peak capacity for acquiring knowledge at the age of 25. In the years that follow, this capacity declines only slightly, by less than 1% per year. This means that individuals between the ages of 25 and 40 are even better suited to learning than children.

Malcolm Knowles, a co-creator of one of the leading approaches to adult learning, developed and compared models of child learning (pedagogical) and adult learning (andragogical). He identified six key differences between them:

• the need to know,
• readiness to learn,
• self-concept as a learner,
• the role of learners’ experiences,
• learning orientation,
• motivation to learn.

In the pedagogical model, the teacher plays a central role. Students learn what the teacher deems important. Children and adolescents typically lack a clear orientation in learning; it is the teacher who knows the methods, selects the content, and is responsible for organising the entire process and making key decisions. Students are subordinate to the teacher, and their personal experiences are of little significance. Motivation is often driven by a system of rewards and punishments, such as grades.

It’s a different story when it comes to adults, who:

• decide for themselves when and what they want to learn,
• need a clear rationale for why a particular topic is worth exploring,
• prefer to learn things that are directly applicable to their lives or work,
• draw on their own experiences in the learning process and learn through experience,
• approach learning as a way of solving real-life problems,
• want to be involved in decisions regarding how learning is organised,
• require motivation to learn – both internal and external.
  

‘Adult learners are a highly diverse group – they have different motivations, life circumstances, needs, and goals. There is no single effective method or set of methods that will work for everyone; approaches must be tailored to the individual,’ emphasises Dr Wojciech Stęchły, lead expert for digital skills solutions design in “Microcredentials – A Pilot Project for Supporting Lifelong Learning”.

Artificial intelligence in adult learning – how can it be used?

Theories and methodologies of adult teaching and learning need to be complemented by essential considerations related to civilizational and social transformations. As Katarzyna Mikołajczyk writes in her article “Nowe trendy w kształceniu dorosłych” (New Trends in Adult Education): 

‘In the era of ubiquitous information and communication technologies (ICT), they should also be an integral part of adult education processes.’

There is currently a lot of discussion about the challenges and benefits of integrating new technologies into the education of children and youth. However, this is an equally important issue when it comes to adult learning. 

The internet and the development of artificial intelligence have contributed to the popularisation of informal learning methods, including incidental, unintended, and community-based learning. Many individuals acquire knowledge and skills outside of formal educational programs offered by professional institutions; for instance, by watching videos on social media, reading blog posts, or using online learning platforms.

Widespread internet access has also popularised educational formats such as:

• e-learning,
• m-learning,
• blended learning (a combination of traditional teaching methods and those based on artificial intelligence).

New technologies can be utilised not only by learners but also by teachers and educational institutions.

‘A review of research and initiatives on the use of artificial intelligence in learning shows that it can be applied across various aspects of education. It can support learners in self-assessing their progress, planning their work, or finding learning resources. AI can also assist teachers, advisors, and educational institutions – for example, by improving administrative functions or optimising educational processes,’ says Dr Wojciech Stęchły.

Examples of how artificial intelligence is being used in education and how it effectively supports learning include:

• individual knowledge and skills development assistants, for example, in language learning, mathematics, or other fields,
• chatbots that support decision-making, such as choosing an educational path, or help users explore and assess their own learning preferences and aptitudes,
• recommendation systems that improve the profiling and selection of training offers,
• automatic translation of educational materials,
• development of virtual reality and learning within it, including simulation of work environments, tools, technologies, and even interpersonal interactions.

According to Dr Wojciech Stęchły, an expert at the Educational Research Institute, artificial intelligence influences adult education both directly and indirectly. 

‘One of the key constraints in adult learning is time. This is evident from research on workplace learning and the organisation of training within companies, as well as from studies on learning in general (including learning during free time, outside of work). In this context, artificial intelligence can be seen as a tool that helps save time on non-learning-related activities. Automating many tasks and responsibilities could save individuals who are eager to learn many hours that they could instead devote to acquiring new knowledge and skills,’ emphasises Dr Stęchły.

A second example of AI’s indirect influence on adult learning is the significant shift in the goals and types of skills being acquired, something that could profoundly shape the entire education system.

‘If activities like calculations, coding, graphic design, or text editing are becoming and will continue to become increasingly automated, our approach to what skills are necessary must also evolve. This shift is already underway in the form of what we now refer to as “skills of the future”, such as evaluating outcomes, critical thinking, and social skills. By adopting these as educational goals, we acknowledge that certain tasks, such as performing complex calculations, can be delegated to AI. The aim, therefore, is not to master difficult equations, but to develop logical thinking, analytical abilities, and problem-solving skills,’ emphasises Dr Wojciech Stęchły.

Sources: 

1. Jeffrey S. Turner and Donald B. Helms, “Lifespan Development”
2. Edward Lee Thorndike, “Adult Learning”
3. Katarzyna Mikołajczyk, “Nowe trendy w kształceniu dorosłych” (New Trends in Adult Education) https://ore.edu.pl/wp-content/uploads/phocadownload/pracownie/Zalacznik_nr_4_Nowe_trendy_w_ksztalceniu_doroslych.pdf