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Age, inclusion and adaptation in digital learning for work: Advancing a learner-centred education 5.0 framework
Pimblett, Ceri Rowe, Lisa Fenton, Alex
Pimblett, Ceri
Rowe, Lisa
Fenton, Alex
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2026-05-05
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Abstract
The expansion of workplace digital learning has transformed how adults engage in professional development, yet age-related experiences within these environments remain underexplored. This study investigates how adults of different ages experience motivation, engagement, and knowledge retention in workplace e-learning, using a six-week digital training module as a bounded case through which broader questions of inclusion and adaptation are examined. Guided by an Education 5.0 framework and informed by Cognitive Load Theory and Experiential Learning Theory, the research explores how cognitive, emotional, and motivational factors interact across age groups. A quasi-longitudinal qualitative design followed ten workplace learners from two generational cohorts, each interviewed before, during, and after the module. Reflexive thematic analysis identified four themes: (1) context and devices shape legitimacy, (2) emotional responses to error and feedback, (3) cognitive load and design preferences, and (4) knowledge retention, motivation and relevance. Older learners valued structure, clarity and reflection to manage cognitive load, while younger learners preferred interactivity, novelty and experimentation. The study positions age diversity as a resource for inclusive digital learning design and provides practical strategies for developing equitable, adaptive e-learning environments that enhance engagement and retention across generational groups in professional and organisational contexts.
Citation
Pimblett, C., Rowe, L., & Fenton, A. (2026). Age, inclusion and adaptation in digital learning for work: Advancing a learner-centred education 5.0 framework. Studies in Continuing Education, vol(issue), pages. https://doi.org/10.1080/0158037X.2026.2667829
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Taylor & Francis
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Studies in Continuing Education
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© 2026 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
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0158-037X
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1470-126X