A Phenomenological Study on the Subject-Specific Tutoring Experiences of Adult Learners Reentering Higher Education

This study explores the essential meaning of academic experiences among U-turn adult learners who participated in a peer tutoring program, using a phenomenological approach. Eight participants from K College in Jeollabuk-do were selected, and data were collected through in-depth interviews, observations, activity reports, and reflection essays. Analysis followed Colaizzi’s phenomenological method. The findings reveal that peer tutoring enhanced self-directed learning, academic efficacy, and sustained motivation through repetitive learning and self-assessment. Emotional bonding and relational interaction fostered a sense of belonging and learning community, while overcoming academic challenges developed academic resilience. Engagement in tutoring also deepened subject understanding and led to stronger career clarity and planning. These results suggest that peer tutoring can be an effective strategy for academic adaptation, career transition, and learning community development in adult learners.