Technological support for lifelong learning: The application of a multilevel, person-centric framework

• Published in: Journal of vocational behavior 2024-09, Vol.153, p.104027, Article 104027
• Main Authors: Lyndgaard, Sibley F., Storey, Rebecca, Kanfer, Ruth
• Format: Article
• Language: English
• Subjects: Adult learning; Artificial intelligence; Lifelong learning; Online learning; Reskilling; Technology; Upskilling
• ISSN: 0001-8791
• DOI: 10.1016/j.jvb.2024.104027

21st century career development is increasingly characterized by recurring participation in work-related skill learning, much of which is mediated by technology. However, integration of this technology into work-related lifelong learning contexts has been relatively atheoretical and non-systematic. Building on interdisciplinary adult learning research and our findings from several studies on an online graduate degree program in a high demand STEM field, we propose a multilevel, person-centric framework of adult learning processes related to: (1) knowledge and skill acquisition, (2) the development and maintenance of motivation and wellbeing over time, and (3) transfer of learning to career-related goals. For each level of the framework, we discuss issues related to the measurement and evaluation of learning. We outline affordances (i.e., functional benefits) of technology (including artificial intelligence) for supporting career-related learning at each level, and present future directions related to major gaps in the field's understanding of these affordances. Throughout the final section, we illustrate the implications of our framework with examples of its use in a research institute focused on AI adult learning technologies. Finally, we present guiding questions for researchers and practitioners interested in technology-mediated career-related learning. •Adult learning interacts with person-level and situational demands/resources.•Adults' work- and career-related learning processes operate on multiple levels.•Multilevel processes include skill acquisition, motivation/wellbeing, and transfer.•Effective technological interventions address specific cross-level phenomena.•Technological affordances for adult learning are understudied at higher levels.