Aligning learning theories with Widening Access Mature Students’ perceptions: Insights from a mixed methods study in London, UK

This study explores the relevance of learning theories in understanding how Widening Access Mature Students (WAMS) in a UK Higher Education institution perceive learning. Using an explanatory mixed-methods approach, the research examines adult learners’ preferences for teaching methods. These preferences can be explained by constructivist, humanistic and social learning theories, which emphasise experiential learning and the social aspects of education. Growing importance of digital learning theories in the modern educational landscape and as digital tools and platforms become integral to the learning process, understanding how these technologies can enhance learning for WAMS is crucial. The findings reveal significant correlations between students’ demographic characteristics and their teaching method preferences, demonstrating the need for educational strategies that are both inclusive and adaptable to diverse needs. The study recommends that educators combine traditional learning theories with digital approaches to create an educational framework that addresses the cognitive, emotional, and social dimensions of learning for WAMS. This wide approach is essential in building a more effective and inclusive learning environment. Future research could focus on the long-term impact of these educational strategies on WAMS’ outcomes, as well as the potential of emerging technologies to support personalised and experiential learning pathways.