Enkindling Moments and the Co-Creation of Adult Learner Success: A Qualitative Study of Institutional Support at a Public Research University

Abstract

Adult learners—undergraduate students aged 25 and older—are increasingly central to the future of higher education. Yet institutional structures often remain designed around the needs of traditional‑aged students. This qualitative study examined how adult learners navigate these structures, make sense of the support available to them, and describe the motivations that shape their educational journeys. Guided by the Co‑Creation of Adult Learner Success Framework, which was developed through this research by the integration of critical adult learning theory, validation theory, and design justice, this study explored the experiences of 19 adult learners enrolled at a public research institution in the United States. Findings reveal that adult learners frequently encounter systems that are opaque, misaligned, and shaped by assumptions about time, flexibility, and cultural fluency that do not reflect their realities. Participants evaluated support not by its availability but by its “fit”: support became meaningful only when it was adult‑aware, relational, and responsive to their constraints. Their motivations were rooted in deeply personal experiences that shaped their decisions to return to higher education. From these narratives emerged the concept of enkindling moments—the personal sparks that motivated their return to higher education and shaped how they navigated the institution. These moments, tied to identity, responsibility, and enduring personal goals, became the emotional anchor of their educational journeys and influenced how they responded to both support and friction. This study contributes to the literature by introducing enkindling moments as a conceptual tool for understanding adult learner motivation, demonstrating the utility of the Co‑Creation of Adult Learner Success Framework for diagnosing institutional misfit, and extending validation theory to adult learner contexts. Implications for practice include the need for proactive, relational advising; transparent and adult‑aware communication; visible and integrated Credit for Prior Learning pathways; and institutional design processes that include adult learners as co‑creators. As demographic shifts reshape higher education, these findings underscore the urgency of designing systems that honor adult learners’ identities, lived experiences, and aspirations.