Adult Education Students’ Perceptions of Artificial Intelligence: Exploring Knowledge, Trust, and Its Role in Learning and Career Preparation

Abstract

Artificial Intelligence (AI) is rapidly reshaping education and the workforce, yet little is known about how adult learners perceive and engage with it. This qualitative study explores the awareness, perceptions, and trust in AI among adult education students, using the Technology Acceptance Model (TAM) to examine perceived usefulness, ease of use, and trust as key factors shaping adoption. Through in-depth interviews with eight diverse adult learners, the research uncovers how students navigate AI in their daily lives, often unknowingly, and highlights the emotional, cultural, and digital barriers they face in using it intentionally for learning and job preparation. The study also reveals that the interview process itself served as a digital literacy intervention, increasing awareness and confidence. Findings offer practical implications for educators, counselors, and technology designers aiming to integrate AI more equitably in adult education. This work contributes new insights into how trust, support, and relevance drive AI acceptance among adult learners.