Adoption Behaviour and Utilization Pattern of Generative AI Tools among Adult Learners in Higher Education

Abstract

The rapid advancement of Generative Artificial Intelligence (Gen AI) has had a significant impact on contemporary learning methodologies, particularly for adult learners engaged in higher education and professional development. Generative AI refers to technologies capable of generating original content—such as text, images, and code—based on patterns learned from large datasets. Recent advancements in Gen AI (such as Chat GPT) have transformed the way learners access information and complete tasks. Adult learners—those who continue to learn beyond the age of traditional schooling—are rapidly adopting these tools for educational and professional purposes. The objective of the study is to examine the usage patterns of generative AI among adult learners through a systematic survey methodology. This study explores how adult learners use generative artificial intelligence (Gen AI) tools, focusing on frequency of use, main purposes, and perceived effectiveness. A systematic survey was conducted among 112 adult learners enrolled in higher education and professional development programs. This research paper focuses on three main factors: frequency of use, primary purpose of use, and perceived effectiveness of generative AI tools in supporting learning outcomes. Data from adult learners were collected using a questionnaire designed to elicit demographic details, intensity of use, academic and professional applications, and their perceptions of usefulness, reliability, and ethical considerations. Descriptive and inferential statistical techniques like frequency and percentage have been used to analyse the data. Results indicate that adult learners are increasingly using generative AI tools, using them for academic writing, research assistance, problem-solving, and skill enhancement. Most respondents considered generative AI an effective tool for increasing productivity and understanding complex concepts; however, concerns remain regarding its over-reliance, accuracy, and ethical use. Descriptive and inferential statistical techniques were used to analyze the data. Results indicate that adult learners are increasingly using generative AI tools, using them for academic writing, research assistance, problem-solving, and skill enhancement. Most respondents considered generative AI an effective tool for increasing productivity and understanding complex concepts; however, concerns remain regarding its over-reliance, accuracy, and ethical use.

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