Investigating adult learners’ perceptions of artificial intelligence in relation to knowledge, trust, learning outcomes, and workforce preparedness
TL;DR
It is suggested that intentional AI literacy instruction and culturally responsive support may enhance learners’ engagement with AI technologies in adult education contexts and highlights implications for equitable technology integration.
Abstract
This qualitative phenomenological study examines adult learners’ awareness, perceptions, trust, and perceived barriers related to the use of artificial intelligence (AI) technologies in adult education. Guided by an adapted Technology Acceptance Model (TAM) that incorporates trust and contextual barriers alongside perceived usefulness and ease of use, semi-structured interviews were conducted with eight adult learners across diverse programs in Southern California. Findings indicate that participants frequently engaged with AI-powered tools such as Grammarly, Google Translate, and ChatGPT in everyday contexts, often without recognizing them as AI. While learners expressed openness to using AI in educational settings, trust and confidence developed primarily through relevant exposure, guided practice, and supportive instructional environments. Four themes emerged: (1) Understanding AI in Everyday Life, (2) Building Confidence and a Growth Mindset Around Technology, (3) Personalized Empowerment Through AI, and (4) Willingness to Learn Amid Structural Barriers. Identified barriers included limited digital literacy, language challenges, and a lack of structured institutional support for AI integration. The findings suggest that intentional AI literacy instruction and culturally responsive support may enhance learners’ engagement with AI technologies in adult education contexts. This study offers preliminary insights into factors shaping AI adoption among adult learners and highlights implications for equitable technology integration.