The use of gadgets as an additional language of teaching and learning in adult education in Limpopo Province.

Within the 4th industrial revolution (4IR) the use of gadgets and applications (Apps) has rendered some adult learners illiterate. Since in the olden days literacy or illiteracy was measured through the ability to read and write, some of adult learners enrol with the idea that they can read and write, unbeknown to them that things have changed in this 4IR era. Adult education lecturers face a challenge of learners who either fear gadgets or believe that they are too old to learn using these sophisticated things of 4IR. The problem arises when lecturers expect tasks, communication, instructions, and feedback to be online. Adult learners face a real challenge such that they end up feeling that the education of this age is more difficult than that of ancient times. This qualitative study purposively sampled 10 adult learners who have enrolled for education studies in University of Limpopo for semi-structured interviews which were used as a method of data collection. Thematic analysis was employed in this study for purposes of handling data and forwarding the explorative views of the study. Pragmatism is used as a theoretical lens to explore the andragogical shift that demands a change of perspective in adult learners for them to fit in the modern age education system.