Objectives The purpose of this study is to analyze the experiences of adult learners participating in undergraduate legal education in universities and to derive implications for legal education. Methods FGI was conducted on 14 adult learners enrolled in law-related departments, and an iterative comparative analysis of the coding, categorization, and validity confirmation stages was performed. Results It was categorized into four areas: adult college students' choice of law-related department, motivation for taking law-related courses, course experience, and learning outcomes. The contents include: Admission to a law-related department is the result of overlapping application to a social science department to obtain a degree, past law-related work experience has a positive influence on selection of a law-related department, diversity of motivations for taking law-related courses, and fear when applying for law-related courses. Coexistence of science and expectations, basic learning through lectures and strengthening learning through discussions and team activities, difficulty in understanding legal terms, demand for teaching and learning materials centered on actual cases, improvement in law-related work efficiency, and improvement in the level of understanding of law-related issues in daily life. was derived. Conclusions Based on the research results, in the operation of undergraduate legal education for adult learners in universities, the convergence of legal education and legal education as a major subject in terms of basic liberal arts, support for self-directed learning in the learning process including team activities or discussions with colleagues, and prior law-related information and provision of various teaching and learning materials were derived as implications.
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Hwang et al. (2024) studied this question.
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