INTEGRATING FIFTH INDUSTRIAL REVOLUTION (5IR) TECHNOLOGIES INTO ADULT EDUCATION PROGRAMMES IN ABIA STATE.

This study investigated the integration of Fifth Industrial Revolution (5IR) technologies into adult education with specific focus on access, inclusion, and learning outcomes in Abia State. Three research questions and three hypotheses guided the study. The study adopted a descriptive survey design. The population of this study comprised 2409 Adult learners and 424 Adult facilitators in the 107 registered Adult Education centers in Abia State. Multi-stage sample was used and a total of 158 adult learners with 67 adult facilitators in the area sampled were used for the study. The instrument used for this study was questionnaire titled ‘5IR Adult Education Access, Inclusion and Outcomes Questionnaire (5IR-AEAIOQ) and validated by three experts Reliability index of 0.86 was established using Cronbachalph formula. The instrument was administered to the respondents and the data obtained were analysed with mean and standard deviation to answer the research questions and t-test to test the hypothesis at 0.05 level of significance. The findings showed that, Fifth Industrial Revolution (5IR) technologies are available and utilized in adult education programmes in Abia State to low extent, Fifth Industrial Revolution (5IR) technologies promote the inclusion of diverse groups in adult education in Abia State to a high extent and fifth industrial revolution (5IR) technologies influence the learning outcomes of adult learners in Abia State to a high extent. It was recommended that, government agencies, non-governmental organizations, and private partners should invest in providing adequate infrastructure such as smart classrooms, digital learning platforms, and renewable energy-powered adult learning centres, to enhance accessibility, instructional effectiveness, and sustainability of adult education programmes particularly in resource-constrained and rural settings. Facilitators should undergo regular training on integrating 5IR tools (e.g., artificial intelligence-based learning platforms, virtual/augmented reality, and adaptive learning systems) into teaching. Since 5IR technologies have been found to promote inclusion of diverse groups, programmes should deliberately leverage them to reach marginalized learners such as women, rural dwellers, and persons with disabilities. Given that 5IR technologies have a strong positive influence on adult learners’ outcomes; facilitators should integrate personalized learning, gamification, and problem-based learning approaches using these technologies.