Exploring Challenges in Adult Learning: A Qualitative Study of Community Learning Centres in South Africa

Adult learners in Community Learning Centres (CLCs) face numerous challenges that hinder their educational progress, including inadequate infrastructure, financial constraints, socio-cultural barriers, and limited institutional support. Thus, this study explored these challenges using a qualitative research approach, with secondary data collection and thematic analysis employed to identify key patterns and trends. Findings revealed that overcrowded classrooms, outdated learning materials, and insufficient financial resources negatively impact adult learners’ engagement and retention. Additionally, cultural perceptions, gender roles, and psychological barriers such as low self-esteem further discourage participation in adult education programs. Grounded in Knowles’ Andragogy Theory, the study highlights the importance of self-directed learning and the role of prior experiences in shaping adult education. Addressing these barriers requires comprehensive interventions, including increased funding, enhanced lecturer support, and policy enforcement. Strengthening institutional structures and fostering an inclusive learning environment can improve educational outcomes and promote lifelong learning among adult learners in CLCs. This study contributes to the body of knowledge by exploring how inadequate institutional resources undermine learner retention, while low self-esteem and prevailing cultural norms hinder adult participation in Community Learning Centres. The findings address a gap in adult education research and provide critical insights for strengthening support systems and promoting learner engagement in resource-constrained environments.