Features for designing AI-supported learning environments for older people

The intersection of global demographic ageing and rapid digitalisation necessitates a pedagogical paradigm shift in adult education. Current ‘one-size-fits-all’ online platforms often alienate older learners, increasing cognitive load and triggering psychological barriers such as technophobia and the fear of making mistakes. This qualitative exploratory case study investigates the multidimensional barriers older adults face in digital learning and explores artificial intelligence (AI) as a mitigating tool. In-depth interviews were conducted with 10 older adult learners and 5 instructors at a Spanish higher education institution. Findings reveal that barriers extend beyond technical deficits, encompassing profound pedagogical and emotional challenges, including severe social isolation. Crucially, stakeholders envision AI not as an instructor replacement, but as a supportive ‘pedagogical assistant’. Key proposed AI solutions include voice-first interactions to bypass physical limitations, adaptive algorithms for hyper-personalised content delivery in heterogeneous classes, and non-judgmental feedback mechanisms to foster emotionally safe spaces. Ultimately, this study concludes that integrating AI into adult learning environments requires a human-centered, andragogical approach. By delegating routine adaptations to AI, educators can focus on the critical social and empathetic interactions that older learners fundamentally require.