Challenges of Adult Learners in Cooperative Learning with Younger Peers in Higher Education

Due to the advent of techno-social trends, the intergenerational learning gaps are expanding that influence the cooperative learning. Considering this context, this qualitative research, employing the case study design, aimed to describe and explore the challenges encountered by the mature learner in higher education and their coping approaches during their cooperative learning engagement with their younger counterparts. The study involved ten adult students enrolled at the Ilocos Sur Polytechnic State College, Santa Maria Campus and who were purposefully selected to share their narratives and participate in the semi-structured interview. Thematic analysis was employed to analyze the qualitative data. The Andragogy or Adult Learning Theory was used as basis in the study as it tried to understand the context and experiences that influence adult learning. Furthermore, cooperative learning theory, stemmed from social constructivism, was considered to understand the behaviors of the matured learners in a heterogeneous group. Based on the analyzed data, two themes were central in the discussion: (1) Age Gap as a Factor of Disengagement; and (2) Improving Oneself Academically. The study revealed that the participants’ age difference from their younger peers is one factor for their active engagement academic with them. They relayed that they have setbacks in contributing during group work, believing their knowledge was outdated and that they struggled to keep up with modern academic trends. Despite these challenges, they demonstrated strong self-determination and motivation to enhance their academic skills to better collaborate with younger peers. These findings suggest the need for colleges to adopt a pedagogy of transparency, fostering inclusive and supportive learning environments that encourage all students to actively engage in their educational progress.