A Learning-Identity Alignment Framework for Adult Education Practice

Thesis Abstract

Adult education practice frequently encounters misalignment between learners’ evolving identities and instructional designs, which undermines motivation, persistence, and transformative learning in diverse learning contexts. This study develops a Learning-Identity Alignment Framework (LIAF) to theorize and empirically test how alignment among learner identities, pedagogical practices, and institutional cultures influences engagement, skill development, and agency among adult learners. The aim is to articulate a model that explicates the mechanisms through which identity considerations shape learning trajectories and to provide evidence-based guidance for practitioners and policymakers. Specific objectives are (1) to identify core identity dimensions salient to adult learners in workplace, community, and continuing education settings; (2) to elucidate how instructional design features (assessment, feedback, sequencing, and collaborative learning) mediate identity alignment; (3) to assess the role of institutional culture, including policies and support services, in reinforcing or hindering alignment; (4) to validate the LIAF through empirical testing in multiple contexts and (5) to develop practical guidelines for designing responsive adult education programs that foster alignment and agency. The study adopts a sequential mixed-methods design (explanatory order). In Phase I, a cross-sectional survey will be administered to 520 adult learners across five adult education providers in urban, semi-urban, and rural settings to measure identity constructs (using a validated Learning Identity Scale), perceived alignment with instructional design (alignment indicators), and engagement outcomes (task persistence, course completion intention). Phase II employs a multiple case study approach with purposive sampling of 20 instructors and 40 learners from three programs that demonstrate high, moderate, and low alignment in Phase I. Data collection instruments include semi-structured interviews, focus groups, classroom observations, and document analysis of curricula and policy materials. Validity and reliability procedures include pilot testing of scales, triangulation across data sources, and member checking. Analytical techniques comprise confirmatory factor analysis (CFA) to validate the Learning Identity constructs, structural equation modeling (SEM) to test the theorized pathways linking identity alignment, instructional design features, and engagement outcomes, and multilevel modeling to account for clustering at the provider level. In the qualitative strand, thematic analysis will be conducted on interview and observation data using a constant comparative method to identify recurring patterns of identity-related tensions, pedagogical adaptations, and institutional supports. A convergent mixed-methods integration will compare quantitative findings with qualitative insights to refine the LIAF and develop practitioner-oriented guidelines. The theoretical framing draws on identity theory, self-determination theory, and constructive alignment, integrating social identity aspects to account for community and workplace influences. Expected findings anticipate complex, context-dependent relationships between learner identities and educational experiences. It is hypothesized that high identity alignment will mediate stronger intrinsic motivation, higher perceived competence, and greater persistence, with instructional design features such as flexible assessment, collaborative learning, and culturally responsive pedagogy strengthening alignment. Institutional factors—accessible support services, inclusive policies, and mentorship—are expected to significantly moderate these effects. The study will contribute to knowledge by operationalizing identity alignment in adult education, offering a validated measurement model (LIAF) and a theory-driven account of how practice and policy shape adult learning trajectories. Practitioners will gain a practical framework for designing curricula and services that accommodate diverse identities, thereby enhancing engagement, learning outcomes, and workforce readiness. Policy implications include considerations for professional development and resource allocation to support alignment-oriented practices. In conclusion, the research will advance the field by delivering an empirically tested, theoretically grounded framework that explicates the role of learning-identity alignment in adult education practice and by providing concrete, evidence-based recommendations for curriculum design, assessment, and institutional support to foster meaningful learning and lifelong agency among adult learners.