Topographic Map of Adult Learner Research: Research Trends and Future Challenges in Korean Universities

Objectives This study aims to analyze research trends on adult learners in Korean universities and to examine how the characteristics of adult learners are linked to changes in higher education. It also explores the evolution of research topics and methodologies to suggest future research directions and implications for higher education policy development. Methods For this study, academic journal articles published between 2004 and 2024 were collected from the Korea Citation Index (KCI) and the Korean Studies Information Service System (KISS), using “university adult learners” as the primary keyword. A total of 297 research papers were analyzed using text mining techniques and network analysis. The study conducted keyword frequency analysis, co-occurrence frequency analysis, centrality analysis, and community analysis to examine research trends. Results The key findings of this study are as follows. Since the 2020s, research on adult learners in universities has significantly increased, which appears to be related to the decline in the school-age population and the growing demand for universities to strengthen their lifelong education functions. The primary research themes revolve around keywords such as “lifelong education,” “distance education,” “self,” “achievement,” “curriculum,” and “satisfaction.” Keyword network analysis identified three major research domains: psychological factors of adult learners, lifelong and distance education, and factors influencing learner adaptation and achievement. Conclusions This study suggests that research on adult learners in domestic universities is closely linked to changes in university education, highlighting the need for new approaches to enhance learning experiences and expand educational opportunities for adult learners. In particular, personalized curricula, the expansion of remote and digital education, and the development of psychological and emotional support measures are essential to promote continuous learning participation. Additionally, to enhance adult learners’ educational satisfaction, it is necessary to develop practice-oriented curricula and strengthen learning support systems, supported by policy initiatives.