Thesis Abstract

Abstract
This thesis explores the impact of technology integration on adult learning within vocational education programs. The use of technology in education has become increasingly prevalent in recent years, offering new opportunities for enhancing teaching and learning experiences. In the context of adult education, where learners often have diverse backgrounds and learning needs, the integration of technology presents unique possibilities and challenges. This study aims to investigate how technology integration influences adult learning outcomes in vocational education programs. The research begins with a comprehensive review of relevant literature on technology integration in adult education, focusing on its benefits, challenges, and best practices. The study then delves into the methodology, which includes a mixed-methods approach combining quantitative surveys and qualitative interviews with adult learners and educators. By collecting data on technology usage, learning outcomes, and perceptions, the research seeks to provide a nuanced understanding of the relationship between technology integration and adult learning in vocational education settings. The findings reveal that technology integration can positively impact adult learning in vocational education programs by increasing engagement, motivation, and access to resources. However, challenges such as digital literacy barriers, technological disruptions, and equity issues also emerge as significant factors that influence the effectiveness of technology integration. The discussion of findings highlights the need for strategic planning, professional development, and ongoing support to optimize the benefits of technology in adult education. In conclusion, this thesis underscores the importance of thoughtful and intentional technology integration in adult vocational education to enhance learning outcomes and promote lifelong learning skills. By recognizing the potential of technology as a tool for empowerment and inclusivity, educators and policymakers can create more equitable and effective learning environments for adult learners in vocational programs. The implications of this research extend to practice, policy, and future research directions in the field of adult education and technology integration.

Thesis Overview