What Works and What Needs Improvement in Lifelong Learning? Evidence From Adult Learners and Teachers

This study examined how adult learners and teachers experienced lifelong learning programs in information and communication technology. Learners most often highlighted the value of acquiring new knowledge through real-world examples and practical tasks, which supported their sense of progress. The hybrid format also played an important role in making programs accessible to adults balancing work and personal responsibilities. Teachers’ observations reflected these views and emphasized learner engagement as a key positive outcome. The most common challenges involved managing time, handling the intense pace, and coping with different levels of prior knowledge. Suggestions for improvements focused on easing the pace and providing additional support to learners with limited background knowledge. The findings offer clear guidance for the design of future lifelong learning programs, emphasizing the management of cognitive load, support for heterogeneous learners, inclusion through high-quality teaching, and the use of flexible hybrid formats to expand access. By identifying time constraints, participant heterogeneity, and structured support as key determinants of adult participation and persistence, the study highlights the need for policies that move from accommodating diversity to designing for diversity, while incorporating comprehensive academic and institutional support. Theoretically, it contributes to adult education research by proposing a multi-level model that conceptualizes “time” as a structural variable shaping adult learning experiences at both micro and macro levels, expanding existing perspectives beyond individual motivation toward systemic program design.