Adult Learners’ Attitudes toward Digital Learning in Non-formal Education Settings

Abstract

The present study investigates the attitude of adult learners enrolled in non-formal education towards technology-enabled learning, with specific reference to demographic variables such as gender, age, mobile usage, and working status. The study employed a normative survey method. A sample of 120 adult learners was selected through simple random sampling from non-formal education centers. A self-constructed Attitude towards Technology-Enabled Learning Scale consisting of 25 items on a five-point Likert scale was used for data collection. The collected data were analyzed using mean, standard deviation, and independent samples t-test. The findings revealed that adult learners exhibit a moderately positive attitude towards technology-enabled learning. While gender and working status did not significantly influence attitudes, significant differences were observed with respect to age and mobile usage. The study highlights the critical role of digital exposure and access in shaping learners’ attitudes and emphasizes the need for targeted interventions to enhance technology integration in non-formal education.