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Adult Education Dilemmas: A Preliminary Study Exploring Major Challenges Through Linguistic Analysis
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Author(s): Xi Lin (East Carolina University, USA), Lingfei Luan (Belmont University, USA), Xintian Tu (University of Buffalo, USA)and Yan Dai (Tuskegee University, USA)
Copyright: 2025
Volume: 9
Issue: 1
Pages: 21
Source title:
International Journal of Bias, Identity and Diversities in Education (IJBIDE)
Editor(s)-in-Chief: Mehdi Khosrow-Pour (Information Resources Management Association, USA)and Adam I. Attwood (Eriksson College of Education, Austin Peay State University, United States)
DOI: 10.4018/IJBIDE.392506
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Abstract
Adult education faces complex challenges beyond those in higher education. This preliminary study investigates the specific challenges perceived by adult learners and adult educators through a linguistic analysis. Using Natural Language Processing (NLP) techniques, including Linguistic Inquiry and Word Count (LIWC), we analyzed video-based interviews with 23 adult learners and 4 adult educators in an US institution. Our findings revealed that adult learners emphasize practical concerns such as learning methods, technology access, and time management, while adult educators focus on systemic issues such as policy and institutional support. The findings also indicated that adult educators showed greater emotional variability regarding systemic concerns, whereas adult learners expressed consistent emotional patterns toward immediate concerns. Therefore, this study highlights the importance of integrating adult learners' practical needs with adult educators' systemic insights to develop responsive adult education programs.
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