A Phenomenological Study on the Learning Experiences of Middle-Aged Adult Learners in Junior Colleges

Objectives This study aims to explore the fundamental meaning of learning experiences among midlife adult learners enrolled in junior college education programs. By segmenting midlife into distinct life cycle stages, this study seeks to analyze the differences in learning experiences at each stage, offering a deeper understanding of how adult learners navigate their educational journeys in junior colleges. Methods To achieve this, Giorgi’s (2009) descriptive phenomenological method was employed. In-depth interviews were conducted twice with 12 midlife adult learners enrolled in junior colleges between mid-June and early October 2024. The collected data were analyzed to identify common themes and patterns in the participants' educational experiences. Results The findings of this study revealed five major themes: “The driving force behind learning motivation,” “Challenges and obstacles in new beginnings”, “A step-by-step journey of overcoming toward personal growth”, “The joy of learning and inner fulfillment”, and “The beginning of a second life and self-worth validation”. These themes were further categorized into 21 sub-themes, providing a detailed account of the challenges, motivations, and transformations experienced by midlife adult learners. Conclusions Based on these findings, this study highlights the critical role of juniorcolleges in providing tailored educational experiences for midlife learners and reexamines their function within the broader framework of lifelong education. Additionally, by segmenting midlife into different life cycle stages, the study enhances the understanding of age-specific learning needs and offers valuable insights for developing education policies that accommodate the unique challenges and aspirations of midlife learners.