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Motivating Adult Learners to Join Literacy Programs in Morocco

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Title: Motivating Adult Learners to Join Literacy Programs in Morocco
Language: English
Authors: Mohammed Amine Douai
Source: Australian Journal of Adult Learning. 2025 65(2):188-213.
Availability: Adult Learning Australia. Office 1, Henderson House, 45 Moreland Street, Footscray VIC 3011, Australia. Tel: +61-3-9689-8623; e-mail: info@ala.asn.au; Web site: https://ajal.net.au/
Peer Reviewed: Y
Page Count: 26
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Adult Education
Descriptors: Foreign Countries, Adult Learning, Adult Programs, Adult Education, Literacy Education, Illiteracy, Adult Literacy, Gender Differences, Learning Motivation, Social Bias, Negative Attitudes, Enrollment Influences
Geographic Terms: Morocco
ISSN: 1443-1394
Abstract: This study examines the underlying motivations that drive adult learners to participate in Morocco's "Literacy for Empowerment" program, implemented by the national Agency for Adult Education. While the program constitutes a government initiative, the research analyses learners' perspectives through the lens of Mezirow's Transformative Learning Theory. Guided by one main research question and a sub-question addressing gender differences, a qualitative methodology was employed, drawing on focus group discussions with male and female participants from both rural and urban areas. Thematic content analysis highlights how the application of transformative learning theory helps to illuminate the ways adult learners evolve through disorienting dilemmas, self-reflection, and identity reconstruction. A key finding is that enrolment was often triggered by a powerful disorienting dilemma, particularly the shame, stigma, and social exclusion linked to illiteracy, which prompted participants to reassess their situation and imagine new possibilities. The study offers practical implications for the design and delivery of adult literacy programs, emphasising the need for flexible, learner-centred approaches that respond to participants' evolving motivations and lived realities. Furthermore, it contributes to ongoing national and global efforts aimed at achieving inclusive lifelong learning opportunities for all (UNESCO, 2015).
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1485267
Database: ERIC
FullText Links:
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  Data: Motivating Adult Learners to Join Literacy Programs in Morocco
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  Data: <searchLink fieldCode="SO" term="%22Australian+Journal+of+Adult+Learning%22"><i>Australian Journal of Adult Learning</i></searchLink>. 2025 65(2):188-213.
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  Data: Adult Learning Australia. Office 1, Henderson House, 45 Moreland Street, Footscray VIC 3011, Australia. Tel: +61-3-9689-8623; e-mail: info@ala.asn.au; Web site: https://ajal.net.au/
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Adult+Learning%22">Adult Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Adult+Programs%22">Adult Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Adult+Education%22">Adult Education</searchLink><br /><searchLink fieldCode="DE" term="%22Literacy+Education%22">Literacy Education</searchLink><br /><searchLink fieldCode="DE" term="%22Illiteracy%22">Illiteracy</searchLink><br /><searchLink fieldCode="DE" term="%22Adult+Literacy%22">Adult Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Differences%22">Gender Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Motivation%22">Learning Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Bias%22">Social Bias</searchLink><br /><searchLink fieldCode="DE" term="%22Negative+Attitudes%22">Negative Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Enrollment+Influences%22">Enrollment Influences</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Morocco%22">Morocco</searchLink>
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  Data: 1443-1394
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  Data: This study examines the underlying motivations that drive adult learners to participate in Morocco's "Literacy for Empowerment" program, implemented by the national Agency for Adult Education. While the program constitutes a government initiative, the research analyses learners' perspectives through the lens of Mezirow's Transformative Learning Theory. Guided by one main research question and a sub-question addressing gender differences, a qualitative methodology was employed, drawing on focus group discussions with male and female participants from both rural and urban areas. Thematic content analysis highlights how the application of transformative learning theory helps to illuminate the ways adult learners evolve through disorienting dilemmas, self-reflection, and identity reconstruction. A key finding is that enrolment was often triggered by a powerful disorienting dilemma, particularly the shame, stigma, and social exclusion linked to illiteracy, which prompted participants to reassess their situation and imagine new possibilities. The study offers practical implications for the design and delivery of adult literacy programs, emphasising the need for flexible, learner-centred approaches that respond to participants' evolving motivations and lived realities. Furthermore, it contributes to ongoing national and global efforts aimed at achieving inclusive lifelong learning opportunities for all (UNESCO, 2015).
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      – Text: English
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        PageCount: 26
        StartPage: 188
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Adult Learning
        Type: general
      – SubjectFull: Adult Programs
        Type: general
      – SubjectFull: Adult Education
        Type: general
      – SubjectFull: Literacy Education
        Type: general
      – SubjectFull: Illiteracy
        Type: general
      – SubjectFull: Adult Literacy
        Type: general
      – SubjectFull: Gender Differences
        Type: general
      – SubjectFull: Learning Motivation
        Type: general
      – SubjectFull: Social Bias
        Type: general
      – SubjectFull: Negative Attitudes
        Type: general
      – SubjectFull: Enrollment Influences
        Type: general
      – SubjectFull: Morocco
        Type: general
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      – TitleFull: Motivating Adult Learners to Join Literacy Programs in Morocco
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