ABSTRACT
This study assessed the influence of environmental factors on the participation of adult learners in development-oriented education programs in Ikpoba-Okha Local Government Area, Edo State, Nigeria. The research was built on the following objectives; to evaluate the impact of socio-economic conditions, including poverty levels and employment opportunities, on adult learner participation in education programs in Ikpoba- Okha; to determine the extent to which infrastructural limitations, such as transportation accessibility and educational facilities, affect the engagement of adult learners in development-oriented education initiatives within Ikpoba-Okha; to find out the influence of cultural norms and societal attitudes, including gender roles and perceptions of adult education, on the participation rates of adult learners in Ikpoba-Okha's educational programmes.
The research employed a survey design, utilizing questionnaires administered to 107 randomly selected adult learners. The study was grounded in Cross's theory of barriers to participation, examining situational, institutional, and dispositional factors affecting adult education engagement. Key findings revealed that socioeconomic conditions, including poverty and unemployment, significantly impact adult learner participation. Infrastructural limitations, particularly transportation accessibility and inadequate educational facilities, were found to hinder engagement. Cultural norms and societal attitudes, especially regarding gender roles and perceptions of adult education, also influenced participation rates.
The study recommends implementing targeted interventions to address socio-economic disparities, improving transportation and educational infrastructure, promoting gender-sensitive approaches, raising awareness to challenge societal attitudes, and fostering collaboration among stakeholders. These measures aim to enhance access and participation in development-oriented education programs for adult learners in Ikpoba-Okha.
