Adult learners’ lived experiences of learning technology at a private university in Zimbabwe

2025 IJRSE – Volume 14 Issue 16

Available Online:  1 November 2025

Author/s:

Gomba, Clifford*
The Catholic University of Zimbabwe, Zimbabwe (clifford.gomba@cuz.ac.zw)

Chigarira, Sylvester
The Catholic University of Zimbabwe, Zimbabwe (schigarira@cuz.ac.zw)

Abstract:

Learning of technology by adult learners is pervasive, with unique challenges that might affect their continuity in studying technology. Various studies have focused on the opportunities and challenges faced by adult learners learning technology, but a few have focused on their experiences in learning a technology course. This cross-sectional survey aims to explore the lived experiences of adult technology learners, to understand their perceptions and views on learning technologies, while also focusing on the opportunities and challenges they encountered. Participants (n = 34) were adult learners who completed a technology course at a private university in Zimbabwe. Data collected through a cross-sectional survey showed five themes that helped show learners’ experiences after completing the technology course. The results showed that learners were disoriented, comfortable, collaborative, and had work-school-life balance challenges, saw benefits and challenges, and believed they had future prospects in technology after completing the course. The results from the interview with the instructor showed that when teaching adult learners, instructors should facilitate learning, empower learners, and above all, allow learners to be autonomous. It is recommended that learners be equipped with the necessary technology and requisite information that would help them learn better and not quit their studies.

Keywords: adult learners, technology, challenges and opportunities, collaboration, teaching and learning

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DOI: https://doi.org/10.5861/ijrse.2025.25292

Cite this article:
Gomba, C., & Chigarira, S. (2025). Adult learners’ lived experiences of learning technology at a private university in Zimbabwe. International Journal of Research Studies in Education, 14(16), 229-243. https://doi.org/10.5861/ijrse.2025.25292

*Corresponding Author