Who Keeps on Learning? Understanding Heterogeneity in Resource Profiles of Older Learners to Promote Recurrent Engagement in Learning

Understanding the characteristics of recurrent learners at older ages is important for designing tailored interventions that promote lifelong learning beyond initial participation. This study investigated heterogeneous resource profiles – comprising education, income, self-rated health, perceived social support, civic attitudes, civic behaviors, and motivation to learn – and their implications for recurrent engagement in learning among older learners. Latent profile analysis and multivariable regression were applied to longitudinal data from 558 learners aged 50 years and older who engaged in lifelong learning courses in Singapore in 2017–2018. Four resource profiles were identified: (1) Resource-rich (39.2%); (2) Materially resourced (16.6%); (3) Psychosocially resourced (19.5%); and (4) Resource-restricted (24.7%). Compared to resource-rich learners, those in the materially resourced and resource-restricted profiles had significantly lower odds of recurrent engagement in learning, whereas psychosocially resourced learners had odds of reengagement that did not differ significantly from those of resource-rich learners. These findings suggest that enhancing older learners’ psychosocial resources, including perceived social support, civic-mindedness, and motivation to learn, may facilitate recurrent engagement in learning.