Adult learning and AI literacy

Improving Educational Technology Training for Adult Learning

As instructional coaches and professional development leaders, we often focus on how students learn, but effective AI literacy training begins with understanding how adults learn. Unlike K–12 students, adult learners bring years of professional experience, established beliefs, and immediate classroom responsibilities into every learning opportunity. This means AI professional development should be grounded in andragogy, self-directed learning, and experience-based learning rather than traditional teacher-centered instruction.

According to Malcolm Knowles' theory of andragogy, adults are motivated when learning is relevant, practical, and immediately applicable. Rather than beginning with lectures about artificial intelligence, AI literacy professional development should begin with authentic classroom challenges. Adult learners want to know why they are learning something before investing their time and energy. They also value opportunities to collaborate, share experiences, and make decisions about their own learning. This differs from K–12 instruction, where teachers often provide greater structure, scaffolding, and direct guidance because students are still developing their independence.

One professional development session I would design is intended for a mixed group of new and veteran teachers. The goal would be to help educators use generative AI responsibly to reduce lesson-planning time while maintaining instructional quality and academic integrity. The session would begin with a discussion about participants' current perceptions of AI, allowing teachers to express concerns, successes, and questions. Next, participants would compare a traditionally created lesson with one developed using AI, evaluating both for accuracy, alignment to standards, and student engagement. Teachers would then work in collaborative groups to create prompts, revise AI-generated materials, and reflect on how these tools could support their professional expertise.

One challenge that continues to shape my thinking is balancing efficiency with critical thinking. AI can save educators valuable time, but professional development must avoid promoting AI as a shortcut for every instructional task. Instead, educators should leave with both practical skills and the confidence to evaluate AI-generated content critically. Effective AI literacy professional development is not simply about learning new technology but instead it is about empowering educators to make thoughtful, ethical, and informed instructional decisions that ultimately benefit student learning.

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