Local Level Conducive Socio-Spatial Environments for Adults to Engage in Learning: Piloting an Empirical Exploration Based on Card-Sorting

Context: Lifelong learning is essential for individual, societal, and economic benefits. Policy papers emphasise the importance of fostering learning environments that encourage adults to take responsibility for their own learning. Despite available research on learning cities (e.g. Byun & Ryu, 2012; Yang, 2012) and learning environments within education institutes, there is limited understanding of how organisations create a regional conducive environment for adult learning. This study addresses this gap by examining the socio-spatial conditions that activate vulnerable adults to learn, focusing on the Rotterdam-Zuid region in the Netherlands.

Approach: Broek et al. (2024) conducted a literature review to identify conditions that constitute an activating environment for adult learning. The review analysed 23 articles and reports, focusing on learning environments at three levels: specific institutions, learning cities and communities, and successful adult learning policies. The findings were categorised into conditions related to interventions and systems. The study used a card-sorting methodology to gather insights from representatives of 12 organisations in Rotterdam-Zuid (Rotterdam South), that support getting adults into learning. The organisations include work-focused organisations, VET institutions, welfare organisations, a library, and language providers. Interviews were conducted to assess the presence and effectiveness of learning conditions.

Findings: The study revealed several conditions conducive to the learning environment. Key stimulating conditions included learning that leads to progression in individual, societal, and economic life, learning provision tailored to needs, and trusted and motivating learning environments. Still, significant challenges were identified, such as inadequate outreach and communication strategies, insufficient monitoring and evaluation arrangements, and a lack of tailored guidance and counselling services. Other key issues seem to be the importance of political will, leadership, long-term funding, and effective partnerships in fostering a conducive learning environment.

Conclusions: The study concluded that while many effective learning environment conditions are in place, significant challenges remain. These include securing long-term funding, forging effective partnerships, offering tailored guidance, implementing robust monitoring arrangements, and ensuring outreach to adults most in need of learning. To further develop the learning environment, a more person-centred approach, better alignment of initiatives, and integrating learning into everyday activities are essential. Future research should expand to other regions and include perspectives from adult learners to deepen insights and inform policy actions.