Demographic analysis of adult learners’ autonomous learning in the context of lifelong learning

Abstract

This mixed-methods study examined how gender, age and professional background influence adult learners’ autonomous learning at a Chinese Open University. A total of 309 learners from six cities completed the Self-Directed Learning Instrument (SDLI), and the quantitative results were analysed via t-tests and ANOVA. Qualitative data from open-ended responses were thematically analysed. The results showed that the adult learners demonstrated high levels of autonomous learning. While gender and professional background showed significant effects, age was not statistically significant, though many participants perceived it as influential due to life experience and maturity. Learners from natural sciences engineering (NE) and humanities art (HA) majors demonstrated higher autonomous learning, shaped by disciplinary learning strategies. Gender differences were interpreted as contextually driven, related to roles and learning flexibility. Key enablers included motivation, self-efficacy, and learning environment, while challenges included online isolation and technological change. These insights are essential for improving autonomous learning and promote educational equity, refine interventions, optimise resource allocation, enhance curricula, inform policy making, and help adult learners adapt to their lifelong learning needs.