Designing for Global Competence in Adult e-Learning: Building Reflective and Adaptive Learning Through Inclusive Design

Abstract

This chapter considers self-awareness and self-direction as a global competency within the Pan-Canadian Framework on Global Competencies, exploring its particular relevance to adult e-learning. In workplaces shaped by Industry 5.0, where advanced technologies operate alongside human creativity, ethics and well-being, this competency, rooted in metacognition, reflection and adaptive learning strategies, is central to professional resilience and lifelong learning. The chapter also embraces the vision of Education 5.0, which seeks to prepare learners for global complexity, intercultural exchange and purposeful participation in a rapidly changing world.

Drawing on Cognitive Load Theory (CLT) and social constructivism, the discussion considers how the design of inclusive digital learning can ease cognitive overload while supporting motivation, identity formation and knowledge retention. Insights from 30 semi-structured interviews with adult learners are used to introduce the RER Model, a framework built around three interconnected elements: Reflection, Exploration and Regulation. In asynchronous learning environments, these elements help to strengthen self-directed learning, resonating with Education 5.0’s focus on learner-centred and values-driven approaches.

The chapter closes with recommendations for curriculum design, workplace learning strategies and policy, highlighting the need for digital environments that are both inclusive and ethically sound. Specifically, it highlights the critical steps required for asynchronous e-learning to evolve beyond static content delivery, fostering reflective and adaptive learners who can thrive within the human-technology partnerships and societal priorities envisioned by Industry 5.0.