“I Want to Prove to Myself That I Can”: Motivations and Challenges of Older Learners in Their First Year of Academic Studies

Abstract

Adult learners often bring unique challenges and motivations to academic settings, shaped by diverse life experiences and educational backgrounds. Understanding these factors is crucial for designing programs that address their distinct needs. The study explores the perceptions of first-year students in an adult education program at a college of education. Through in-depth interviews with 20 students, three main themes emerged: negative childhood experiences with school, motivation for academic learning, and challenges and supports in current studies. Participants described how negative learning experiences in childhood influenced their self-efficacy and self-image in learning. However, motivation to learn, based on both internal and external factors, was a central factor in their decision to return to school. Additionally, the study highlights the important role of support from family, friends, and lecturers in helping students overcome emotional and academic barriers. The research emphasizes the need for a deep understanding of the unique needs and challenges of adult learners to develop supportive and encouraging learning environments. These findings emphasize the critical importance of adaptive educational approaches that acknowledge and address the diverse backgrounds and support needs of adult learners.