Utilizing AI to Bridge the Generational Divide for Adult Learners
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| Title: | Utilizing AI to Bridge the Generational Divide for Adult Learners |
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| Language: | English |
| Authors: | Shurla Charles-Forbes, Carissa Rachel Forbes |
| Source: | American Association for Adult and Continuing Education. 2025. |
| Availability: | American Association for Adult and Continuing Education. 10111 Martin Luther King Junior Highway Suite 200C, Bowie, MD 20720. Tel: 301-459-6261; Fax: 301-459-6241; e-mail: office@aaace.org; e-mail: aaace10@aol.com; Web site: http://www.aaace.org |
| Peer Reviewed: | Y |
| Page Count: | 6 |
| Publication Date: | 2025 |
| Document Type: | Speeches/Meeting Papers Reports - Evaluative |
| Education Level: | Adult Education |
| Descriptors: | Artificial Intelligence, Adult Learning, Generational Differences, Age Groups, Technology Uses in Education, Cognitive Style |
| Abstract: | This proceeding reviewed existing literature on generational learning styles and Artificial Intelligence (AI) to determine how AI can be utilized to bridge the generational divide among adult learners. There are currently six (6) generations of learners with their own learning and communication styles. With the rise in the use of AI, this can pose challenges among these generations. This proceeding is relevant as it seeks to address how AI can bridge the learning gap between various generations. The significance of this proceeding is important as it addresses an important gap in the literature on adult learning among various generations. Additionally, the findings are useful to adult education practitioners and workplaces as the use of AI further develops. [For the full proceedings, see ED680798.] |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | ED680810 |
| Database: | ERIC |
| Abstract: | This proceeding reviewed existing literature on generational learning styles and Artificial Intelligence (AI) to determine how AI can be utilized to bridge the generational divide among adult learners. There are currently six (6) generations of learners with their own learning and communication styles. With the rise in the use of AI, this can pose challenges among these generations. This proceeding is relevant as it seeks to address how AI can bridge the learning gap between various generations. The significance of this proceeding is important as it addresses an important gap in the literature on adult learning among various generations. Additionally, the findings are useful to adult education practitioners and workplaces as the use of AI further develops. [For the full proceedings, see ED680798.] |
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