Pathways to Self-Empowerment: The Lived Experiences of Adult Learners in Higher Education
DOI:
https://doi.org/10.69569/jip.2026.327Keywords:
Adult learners, Higher education, Phenomenology, Self-empowerment, Transformative learningAbstract
Research on lifelong learning has largely focused on access and participation. However, it has given limited attention to how adult learners aged 40 and above experience self-empowerment while pursuing higher education. Guided by Knowles’ Theory of Andragogy and Mezirow’s Transformative Learning Theory, this transcendental phenomenology study explored the lived experiences of five purposefully selected adult learners from an LGU-supported institution in Cagayan de Oro City, Philippines. The study gathered data through in-depth interviews using Seidman’s model of phenomenological interviewing. Data analysis using Creswell’s modification of Moustakas’ phenomenological method generated four key themes: Inspiration, Role Management, Academic Growth, and Resilience. These findings indicate that self-empowerment develops through purpose-driven motivation, effective management of multiple roles, integration of prior life experiences into learning, and resilience that promotes confidence, identity transformation, and lifelong learning. These experiences served as pathways to transforming participants’ self-concept and strengthening their commitment to pursuing personal and professional goals. The study contributes to the limited literature on adult learners in LGU-supported higher education institutions in the country. It provides insights for developing more responsive and inclusive policies and practices.
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