Role of Environment in Adult Learning: Understanding Interactions within the Nested Social System

Development is a broad phenomenon, serving the dual purpose of the evolution of the individual within society and the consequent transformation of the society of which they are a part. ‘Development’ in an individual implies certain positive changes in different domains that lead to qualitative reorganisations in the structure of their behaviour, skills or abilities, which eventually serve in shaping the collective landscape. Since adult learners fall into different groups depending upon their age, experience, occupation, socio-cultural situation, aspirations and their individual differences, these differences naturally affect their learning needs and, in turn, their choice of learning programmes. The learning environment, therefore, has a significant role in adult learning in potentially influencing their motivation to learn, engagement, and the overall learning outcomes. It is hence crucial to understand the nested social system in which adult learners operate in order to design effective learning experiences. The present paper examines and discusses how the multiple environmental contexts (microsystem, mesosystem, exosystem, macrosystem, and chronosystem) interact to shape adult learning experiences and outcomes.