Event Information
The purpose of this mixed-methods research study is to explore the theory of andragogy, adult learning principles, in the Age of AI. Andragogical principles were first established in 1833 and although they have evolved throughout the years, adult learners continue to change as society changes. Knowles evolved the notion of andragogy, as opposed to pedagogy, starting in 1968 and continuing into the 21st century. The six principles of 20th-century andragogy are: 1. The Need to Know, 2. The Learners’ Self Concept, 3. The Role of the Learners’ Experience, 4. Readiness to Learn, 5. Orientation to Learning, 6. Motivation (Knowles, 1973,1990; Knowles et al., 2025).
The generic term “adult” does not capture the wide variety of adults we engage with in an educational capacity. Elementary and secondary students require their own pedagogy, but our study looks at the many types of adults with whom we work and learn from in K12, higher education, and the workforce. Adults, in the broadest sense, include individuals over the age of 18, even though we acknowledge adults are much more than just a numerical age based on birthdate. Adults have unique needs that we, as educators, should accommodate in the design, facilitation, and coaching of learning experiences and adult learners. We also realize that as adults, we serve a dual role as both facilitators and learners. These unique needs have become even more important in modern times with the emergence of generative AI and its impact on educational settings and learning in general.
Based on the literature and the researchers’ own experiences of working with adult learners over the past 30 years, we established a framework called the EMP (Emerging, Mentee, and Peer Learners) Model. Our methodology involved a mixed-methods study design to test our model and gather additional feedback and ideas from those who work with adult learners in a variety of educational settings. Participants were provided with a consent to participate outlining the risks and opportunities associated with the study. Participants were given the option to return to any question during the survey administration before submission.
The online surveys were created using Google Forms with restricted access available only to the researchers. Each question was made optional, and included both closed- and open-ended questions that explored respondents' views of themselves as adult learners and the adults they teach and learn with in their workplace setting, particularly in the context of the age of GenAI.
Two administrations of the survey was designed to accommodate multiple audience perspectives, including higher education, K12, and workforce professionals who work with adult learners. The second administration was iterative and based on the original survey findings to further clarify the findings from the first administration. The initial electronic survey was distributed to education professionals through the researchers’ learning networks, including LinkedIn and ISTE Connect. The survey was also included at the end of the researchers’ publication in The Teaching Professor online publication, inviting readers to add their input (Boutelier et al., 2025). A second version of the online survey will be distributed in the fall of 2025 to education professionals at the end of three webinars to further verify and support descriptive elements of our EMP model.
Design
Our methodology involved a mixed-methods research design to test our model and gather additional feedback and ideas from those who work with adult learners in a variety of educational settings. Mixed methods research combines both quantitative and qualitative data providing more evidence for studying a research problem and resulting in more insights (Creswell & Plano Clark, 2018). The primary goal of our research is to describe the characteristics of the modern adult learner through the lens of the learner and the facilitator. The surveys are used to test our EMP model that we established based on the literature and our own experiences as adult learners and facilitators working in a variety of educational settings. The design is cross-sectional since we are administering it at a single point in time to capture a snapshot of the views of adult learners from the perspective of ourselves as learners and as facilitators of learning experiences. The first survey provided information on confirming and revising our model based on the feedback. Our second survey allows us to further explore our model and specifically its use in the age of AI.
Data Sources
Data will be mostly derived from the two survey administrations, and yet the researchers rely heavily on the constantly evolving literature to enhance their views on adult education and the use of GenAI in education. The surveys have both closed-ended and open-ended questions to allow for both quantitative and qualitative data analysis. The rich data from the qualitative responses provided and will continue to provide us with ideas to enhance our EMP model.
Participant Selection
The audience of our surveys is any adult professionals working with adult learners. This includes education professionals in higher education, K12 settings, and the broader workforce, including corporate and non-profit organizations, among others. Our digital surveys are widely available and open to all who agree to participate in our study. We sought to include a wide variety of professionals by posting our survey link in LinkedIn, ISTE CONNECT, other social media outlets, and at the end of a recent publication (Boutelier et al., 2025). Our second survey will be distributed at the end of a webinar series of three-hour-long webinars on the topic of adult learners during the Fall of 2025. Survey participation will be voluntary.
Methods of Analysis
The data analysis of the initial survey was conducted using both quantitative and qualitative methods. The researchers were interested in using GenAI to analyze the initial survey results from Google Forms. The first level of analysis was through the use of Gemini, built into the Google Suite of tools. We reviewed the Gemini summary of results and determined that we wanted to further explore the data by comparing AI models and how they might differ in their analysis of our survey results, and in particular the qualitative results. The researchers initially ran the data through four enterprise controlled AI models: ChatGPT 5.0, GPT 5.0 Nano, Gemini, and Llama 3.3. We then reviewed the results across models and provided a human interpretation of the results from our own analysis of the raw data combined with the AI models.
The type of qualitative survey questions asked include:
In what ways do you engage differently with emerging, peer, and mentee adult learners? (Engage includes facilitating/teaching, design, coach, or other learning related activities.);
In what ways have you found that emerging, mentee, and peer adult learners engage differently from other groups? (Engage includes learn, collaborate, prioritize, or other learning related activities.)
How do you believe emerging, peer, and mentee adults learn with artificial intelligence? (with avoidance, with caution, proactively, critically, other)
The researchers utilized the following process to analyze the data and build the second iteration of the survey sent out in fall 2025:
1) Emergent themes around definitions of emerging, mentee, and peer adult learners around three key questions -
how facilitators engage differently with each group (E,M,P)
how participants engage differently (E,M,P)
the approach to AI by each (E,M,P)
2) The similarities and differences in the AI models interpretation of results using four models of generative AI and using the following prompt interactions:
(include our prompts here)
Please provide 5 bulleted themes along with a short summary explaining each theme based on the following data [INSERT DATA]"
ChatGPT (MFC) - "Please summarize the following data that asked survey participants "How do you believe [INSERT] adults learn with artificial intelligence? [INSERT DATA]"
ChatGPT (MFC): Please summarize the following data that asked survey participants, "Please share any anecdotes, experiences, etc. that might further support and/or deny this definition of [INSERT] learners. [INSERT DATA]"
3) Then the researchers took the raw data and AI “analyzed/summarized” data and conducted a more “human-centered” analysis of the qualitative data.
Our theoretical framework used Knowles et al. (2025) theory of andragogy and the adult learning principles to guide the work. As the survey collection and data analysis proceeded, several emerging themes arose: generational expertise, experience levels, co-learning, creation centered learning, critical critique skills, and workforce and career connections. These themes will be further explored and analyzed in the second survey administration.
We began by examining the original definitions we proposed about modern adult learners through the EMP Model. We had 54 respondents to our initial survey who serve in a variety of roles related to the facilitation of training. In response to confirmation of our EMP model, the following data supported the definitions, and the respondents provided consideration for additional descriptors. Adjustments were made to the definitions of emerging, mentee, and peers based on participants’ responses and further literature review.
Confirmation Data of E, M, and P
85.1% strongly agree or agree with the definition of emerging adult learner
Emerging Adult Learners are widely recognized as individuals at the beginning of their educational or professional journeys, and the data supports this understanding—85.1% of respondents strongly agree or agree with this definition. These learners typically include undergraduate students under the age of 24, first-year faculty or staff, interns, and new hires with less than one year of experience. The updated descriptors further clarify that emerging adult learners are usually in their first four years in the workforce or organization and often belong to Generation Z. They are characterized by limited content knowledge and minimal career or skill-based expertise, making them ideal candidates for foundational training and early-stage mentorship. This strong agreement suggests a shared understanding of the developmental needs and potential of this group.
83.3% strongly agree or agree with the definition of mentee adult learner
Mentee Adult Learners represent a more experienced group who are actively seeking mentorship and professional growth opportunities. With 83.3% of respondents affirming the definition, there is clear consensus around their role and characteristics. These learners include graduate students, returning adult students, mid-career faculty, and professionals with 3–6 years of experience. The updated descriptors expand this category to those with 5–15 years of workplace experience, typically Millennials and some Gen X individuals. While they possess foundational knowledge and experience, they still require guidance and support to advance in their careers. This group benefits significantly from structured mentorship and targeted professional development, and the high level of agreement reflects the importance of recognizing and supporting their transitional phase.
92.6% strongly agree or agree with the definition of peer adult learner
Peer Adult Learners are seen as seasoned professionals who contribute to the development of others through coaching, mentoring, and leadership. An overwhelming 92.6% of respondents strongly agree or agree with this definition, indicating a robust consensus. These learners include tenured faculty, veteran staff, administrators, and trainers with more than six years of experience—often extending to 16+ years. Typically from Generation X, Boomers, or the Silent Generation, they are recognized for their deep expertise and leadership roles. The updated descriptors emphasize their responsibility to share knowledge and support others in their growth. This high level of agreement underscores the value placed on peer learners as institutional pillars who foster a culture of learning and collaboration.
Our original survey focused on engagement of facilitators and participants in a broad manner. However, as comments were reviewed, it was evident that generations were playing a part in perspectives and approaches to generative AI. Therefore, we sought additional research on generational differences. Understanding the lens that each generation brings to the learning environment is a critical piece. We see varied perspectives about the possibilities of generative technologies from the Silent Generation (born between 1928-1945), Baby Boomers (1946-1964) Generation X (1965-1980), Millennials (1981-1996), Generation Z (1997-2012), and Alphas (2013-2025) (Cottrell, 2024).
Finally, we explored the participant perceptions of generative technologies and their impact on teaching and learning through the lens of facilitating and participating as an adult learner. Participants provided four common lenses in which adult learners, regardless of their age or experience, engage in learning. Although Emerging, Mentee, and Peer learners engage DIFFERENTLY, they still share common experiences throughout what we have dubbed, “The Four C’s of Human-Centered Learning”. Co-learning, creation-centered learning, critical critique skills and career connections are our findings and recommendations on how facilitators of adult learning should design for the future of learning. Below are DRAFT definitions, pending the second survey administration and confirmation of findings, aligned with our EMP model and generative technology design.
1. Co-learning is a collaborative approach to education where facilitators and learners engage in mutual exploration, discovery, and growth. It emphasizes shared responsibility, openness to new perspectives, and the value of learning from one another.
Through a facilitator lens, we model curiosity and humility, showing learners that learning is a lifelong process, and we create environments where learners feel empowered to contribute their experiences and insights, enriching the learning community.
2. Creation-centered learning focuses on engaging learners in innovative, active, hands-on experiences that foster originality, problem-solving, and personal expression. It prioritizes making, designing, and building as central to the learning process. Through a facilitator lens, we design learning experiences that encourage exploration, experimentation, and reflection, and we support learners in developing confidence in their creative abilities and in expressing their ideas in meaningful ways.
3. Critical critique skills involve the ability to thoughtfully analyze, question, and evaluate information, ideas, and processes. These skills help learners develop discernment, recognize assumptions, and engage in constructive feedback. Through a facilitator lens, we model how to ask probing questions, assess credibility, and reflect on multiple viewpoints, and we guide learners in developing habits of critical thinking, iterative cycles, and respectful dialogue to deepen understanding and improve outcomes.
4. Career connections refer to the integration of authentic learning with personal and professional goals. This includes helping learners understand how their skills, interests, and experiences align with current and future workforce opportunities. Through a facilitator lens we help learners reflect on their strengths and aspirations in relation to evolving career landscapes, and we provide tools and guidance for learners to explore pathways, build transferable skills, and make informed decisions about their futures.
Adult learners are often overlooked and sometimes misunderstood when it comes to their unique learning needs. As educators, we work as coaches, mentors, and trainers (both with peers and often parents). It is imperative that we consider how adults, both ourselves and those we work with, learn to build the best supports for our younger generations. As educators, we can align the ISTE Standards for Educators and ISTE+ASCD’s Transformational Learning Principles (TLPs) to guide us as adult learners and adult educators in a world of generative technologies. The ISTE Standards for Educators of learner, leader, citizen, collaborator, designer, facilitator, and analyst provide further clarity in our work with adult learners. These standards provide a framework for educators to effectively integrate technology into their teaching practices in adult education. The ISTE+ASCD Transformational Learning Principles (TLPs) provide a roadmap as we work to nurture, guide, and empower our adult learners. We understand that the adults we work with are changing in terms of their learning needs. The purpose of this study is to re-examine existing definitions of modern adult learners are and how can we best meet their needs in an Age of GenAI.
This study is important because it provides guidance for adult educators as we enter the unknown, fast-paced, age of artificial intelligence. The adult population has changed, and understanding the modern adult learner will aid us in better meeting their learning needs. The researchers’ EMP model provides a new view of andragogy through the lens of AI. We view learning and facilitation of learning differently from other adult learning groups, and having a new perspective through the lens of oneself as a learner and as a facilitator may lead to better learning outcomes.This research provides a fresh take on adult learning theory and adds to the literature on the changing adult learner in an age of AI.
PK20 institutions are managing AI implementation at an alarming rate with mixed success. This study provides important definitions about the adult population of learners currently experiencing the AI training wave in the form of emerging, mentee, and peer adult learners. These findings provide important lessons for facilitators around the needs of diverse learners across the organization. The recommendations offer a framework for instructional coaches, leaders, and educators in the form of the Four C's to improve facilitator - participant interactions and outcomes in an Age of AI.
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