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Effect of Adult Learning on Adults’ Understanding of Automated Decision-Making Systems

Abstract

Adult learning provides opportunities for adults to acquire knowledge and develop the capacity to understand technologies that increasingly influence everyday activities. Automated decision-making systems are technological systems that use predefined rules, algorithms, data, or artificial intelligence to make or support decisions with limited direct human intervention. The purpose of this study is to examine the effect of adult learning on adults’ understanding of automated decision-making systems. The study will focus on how adult learning experiences can improve adults’ knowledge of how automated decisions are produced, where such systems are used, and why understanding their operation is important. Adult learning can introduce adults to basic concepts related to automation, algorithms, data processing, artificial intelligence, and technology-assisted decision-making. Through discussions, demonstrations, practical examples, and problem-solving activities, learners can gain a clearer understanding of how automated systems process information and generate recommendations, classifications, approvals, or other decisions. Such learning experiences can also help adults recognize the increasing presence of automated decision-making in areas such as digital services, financial services, online platforms, employment processes, and public services. Adults’ understanding of automated decision-making systems involves their knowledge of the basic processes through which automated systems use data and programmed instructions to produce or support decisions. It also includes awareness of the role of data, algorithms, system outputs, and human oversight in automated decision-making. Adult learning may strengthen this understanding by providing adults with accessible explanations and practical learning opportunities that enable them to examine how automated systems function and recognize situations in which such systems influence decisions affecting individuals. The study will adopt a suitable descriptive survey research design. The population will comprise adults participating in selected Adult Education programmes, from which an appropriate sample will be selected using a suitable sampling procedure. Data will be collected through a structured questionnaire and an appropriate knowledge assessment designed to measure adults’ understanding of automated decision-making systems. The research instruments will be subjected to appropriate validation procedures, while their reliability will be established before administration. Data collected will be analysed using relevant descriptive and inferential statistical techniques to determine the effect of adult learning on adults’ understanding of automated decision-making systems. The study is expected to establish that adult learning has a positive effect on adults’ understanding of automated decision-making systems. Adults who participate in relevant learning activities may demonstrate improved knowledge of automated decision-making processes, the role of algorithms and data, and the ways in which automated systems can influence decisions. The study may further establish that practical examples and demonstrations can make complex technological concepts more understandable and improve adults’ confidence in engaging with automated systems. The findings are expected to have implications for Adult Education practitioners, digital literacy facilitators, community learning centres, and organisations involved in technology education. Including accessible lessons on automated decision-making in adult learning programmes may help adults develop knowledge that is relevant to contemporary digital environments. Practical activities that demonstrate how information is processed and how automated outputs are generated may also provide learners with opportunities to connect technological concepts with situations encountered in everyday life. The study will be significant to adult learners, Adult Education practitioners, digital literacy educators, community organisations, and other stakeholders interested in improving adults’ understanding of emerging technologies. It is recommended that adult learning programmes should incorporate appropriate educational activities on automated decision-making systems, using practical examples and accessible explanations to improve understanding. The study concludes that adult learning can provide an effective avenue for developing adults’ knowledge of automated decision-making and enabling them to engage more thoughtfully with technologies that increasingly influence everyday decisions.

Keywords: Adult learning, Adult Education, automated decision-making, decision-making systems, artificial intelligence, algorithms, data processing, automation, digital literacy, technology education, algorithm awareness, automated systems, digital knowledge, technology awareness, informed decision-making